Search results

Result list

• VCEALC762

  Interpret a text at literal and inferential levels

  Elaborations

  • making connections between the text and own experience or other texts to draw inferences and make predictions
  • interpreting the feelings of a character at different points in a text
  • suggesting the opinion of the author based on the ideas in the text

  VCEALC762 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Communication

• VCEALC429

  Discuss texts with some understanding of meaning beyond the literal level, moving towards the inferential level

  Elaborations

  • making connections between the text and own experience or other texts
  • suggesting the opinion of the author based on the ideas in the text
  • drawing a simple conclusion based on a factual text

  VCEALC429 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCKOU203

  Understand how grammatical elements, such as particles and suffixes, impact on higher levels of grammar, such as tense, mood, honorification, speech level and formality, and on meaning-making from the phrasal level to that of the entire text

  Elaborations

  • understanding and using the dictionary forms of action and descriptive verbs, for example, to identify the meaningful part or to look up unknown verbs in a dictionary (가다, 오다, 하다, 먹다, 들다, 듣다, 읽다, 덥다, 예쁘다, …)
  • using a range of case markers and particles, including honorific forms as applicable, for appropriate grammatical functions, for example, –한테/에게, –한테서/에게서, –께, –께서, –께서는,–(으)로, –보다, –만, –마다
  • understanding various functions/meanings of a topic marker –은/는, using it for functions other than marking the subject as the topic of the sentence (저는 마이클이에요) such as highlighting, emphasising or making contrast, for example, 저는 오렌지를 좋아하지 않아요. 그런데 사과는 좋아해요; 한국에는 태풍이 오고 호주에는 사이클론이 와요. 태풍은 …, 사이클론은 …
  • making a relative clause, that is, a noun-modifying clause, by replacing the verb ending of the clause- final verb with –(으)ㄴ, –는, or –(으)ㄹ appropriately, for example, 저기에서 노래하는 사람이 누구예요?; 제가 어제 본 영화는 정말 슬펐어요; 언제 갈계획이에요?; 날씨가 좋은 날에 바비큐를 해요; 재미있을 것 같아요
  • using long negative forms of verbs, such as –지 않다, –지 못하다
  • using negative questions and answering appropriately, for example, 그 영화를 안 봤어요/보지 않았어요? 아니요, 봤어요 / 네, 안 봤어요/보지 않았어요; 김치를 못먹어요/먹지 못해요? 아니요, 먹어요/ 네, 못 먹어요/먹지 못해요; 숙제가 없어요? 아니요, 있어요 / 네, 없어요)
  • understanding the concept of different speech levels and styles in Korean, and using sentence-final verb endings in three speech styles appropriately for the audience: –ㅂ/습니다, –ㅂ/습니까, –ㅂ/읍시다, –(으)십시오 (the formal polite style); –어/아요 (the informal polite style); and –어/아 (the intimate style)
  • analysing the structure of complex verb phrases and expanding their use, understanding how meanings are added to the main verb, such as desire, likelihood, shift of actions, designation, habits, pretence (as if …) and verge (almost ...), for example, 알고 싶어요, 비가 올 것 같아요, 갔다 왔어요, 보러 가요,조깅을 하곤 했어요, 바쁜 척했어요, 가지 못할 뻔했어요
  • reporting speech or thought using –다고/–(이)라고, forexample, 맞다고 생각해요, 4 번이라고 생각해요; 한국에서 가장 큰 축제라고 해요
  • connecting ideas in different relationships using a range of conjunctive suffixes, noting the different tense expressions in the two connected clauses, for example:
    • –다가: 학교에 가다가 친구를 만났어요: 학교에 갔다가 친구를만났어요
    • –(으)니까: 비가 올 것 같으니까 우산을 가지고 가세요
    • –(으)ㄴ/는데: 생각을 많이 해 봤는데 아직 잘 모르겠어
    • –느라고: 축구를 하느라고 숙제를 못 했어요
    • –더니: 한국에 갔더니 아름다운 산이 아주 많았어요
    • –(으)면서: 소라가 음악을 들으면서 책을 읽고 있어요
    • –다면: 한국에 간다면 제주도에 가 보고싶어요
  • using the structures: a verb stem + –기 때문에 and a noun + 에 대해서 appropriately, for example, 비가 자주 오지 않기 때문에 물을 아껴야 해요; 쓰레기 분리수거에 대해서 이야기해 봅시다
  • understanding the function and meaning of a range of defective nouns (불완전 명사, for example, 동안, 때, 뻔, 것/거, 척, …) used in complex structures, and using them appropriately: …노래하는 동안(에) …; 한국에 갈 때(에) …; 비행기를 못 탈 뻔했어요; 학교에 갔을 거예요; 바쁜 척 했어요
  • using a range of sentence enders and understanding their differences in meaning and appropriateness to the context, for example, –잖아요, –(으)ㄹ래요, –(으)ㄹ까요, –(으)ㅂ시다, –(으)ㄴ/는데요, –지요

  VCKOU203 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCCCG003

  Explain the roles of local government and some familiar services provided at the local level

  Elaborations

  • investigating what local government does, including the services it provides such as libraries, health, environment and waste, parks, pools and sport, arts, and pet management
  • describing how local government services may affect the lives of students
  • using online sources to identify local government services

  VCCCG003 | The Humanities | Civics and Citizenship | Levels 3 and 4 | Government and Democracy

• VCCCG009

  Describe the roles and responsibilities of the three levels of government, including shared roles and responsibilities within Australia's federal system

  Elaborations

  • clarifying the roles and responsibilities of the three levels of government (local, state/territory and federal)
  • identifying instances where there may be multiple levels of government involved, for example in relation to the environment such as management of the Murray-Darling river system

  VCCCG009 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Government and Democracy

• VCCCG031

  Explain the Australian government’s roles and responsibilities at a global level, including provision of foreign aid, peacekeeping and the United Nations

  Elaborations

  • identifying and explaining the types of participation that Australia has in the Asia region and internationally, for example exchange programs, peacekeeping, election monitoring, health programs, disaster management
  • investigating Australia’s involvement with the United Nations, for example representation in the organisation and adherence to conventions and declarations that Australia has ratified

  VCCCG031 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Government and Democracy

• VCEALA658

  Revise text at the word, sentence or whole-text level, based on teacher or peer feedback

  Elaborations

  • responding to feedback at each stage of planning, drafting and editing to make improvements to text structure and language
  • employing a range of strategies to check and correct spelling, for example using the spellchecker function in a software application, dictionaries, word lists

  VCEALA658 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Cultural and Plurilingual Awareness

• VCEALL662

  Organise the content of a topic at paragraph level, with teacher guidance, to reflect given or new information

  Elaborations

  • following a model text or scaffold for paragraph structure, for example including a topic sentence, main idea, elaboration and summary
  • writing a simple topic sentence introducing and sequencing the key idea of the paragraph, for example ‘Another main reason to ban cars is …’

  VCEALL662 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL726

  Use basic knowledge of grammatical features at the sentence level to argue, persuade, describe, classify, explain or instruct

  Elaborations

  • choosing appropriate sentence structure for purpose, for example using imperatives for instructional texts, passive voice for procedural recounts, causal connectives in explanations

  VCEALL726 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCELA363

  Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase

  Elaborations

  • identify and appreciate differences in language used in diverse family settings

  VCELA363 | Curriculum content | English | Level 6 | Speaking and Listening | Language

• VCELY175

  Deliver short oral presentations to peers, using appropriate voice levels, articulation, body language, gestures and eye contact

  Elaborations

  • sharing a personal experience, interest or discovery with peers in a semi-formal situation
  • using visual cues to practise staying on topic

  VCELY175 | Curriculum content | English | Foundation Level | Speaking and Listening | Literacy

• VCHPEM155

  Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels

  Elaborations

  • using ICT to design, implement and monitor a personal fitness plan which includes a timeframe, goals and a variety of specific activities that meet the needs of different people
  • investigating target training heart-rate zones for a range of different people and how these zones relate to health, wellbeing and fitness
  • justifying the selection of physical activities included in a personalised plan linked to the components of health- and skill-related fitness they wish to improve or maintain
  • using non-specialised equipment to develop health- or skill-related fitness circuits that can be used by family or community members

  VCHPEM155 | Health and Physical Education | Levels 9 and 10 | Movement and Physical Activity | Understanding movement

• VCJAU178

  Explain variations in Japanese language use that reflect different levels of formality, authority and status

  Elaborations

  • explaining variation in language use between people of different ages and relationships, for example, 母(はは), お母(かあ)さん and ～先生, ～さん; avoiding あなた when showing politeness; the frequent use of わたし to avoid foregrounding oneself; using ～くん or ～さんwhen speaking with close friends, family members or other young people; and using surnames ～さん or ～先生 for adults
  • understanding that Japanese expressions can be made more or less formal with very slight changes, for example, the presence or absence of formal endings, such as the difference between 先生、ありがとう。 先生、ありがとうございました。 and おやすみ。おやすみなさい 。
  • analysing language used to express different levels of formality in a variety of texts such as conversations, letters, emails and text messages, noting differences between written and spoken texts
  • finding examples of informal forms of language used by young Japanese speakers, such as the use of abbreviations or emoticons when texting and the use of loan words when talking about popular culture, for example, ‘J-rock’, ‘J-pop’, ‘fast food’

  VCJAU178 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCEALL725

  Use a range of cohesive devices to connect ideas in text

  Elaborations

  • using cohesive devices at the sentence level, for example a range of conjunctions and connectives that show relationships of cause or time
  • using cohesive devices to connect ideas at the word level, such as writing pronouns or synonyms to create chains of ideas

  VCEALL725 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCELY307

  Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and use interaction skills

  Elaborations

  • making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required
  • discussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audience

  VCELY307 | Curriculum content | English | Level 4 | Speaking and Listening | Literacy

• VCCCG011

  Identify the roles and responsibilities of electors and representatives in Australia's democracy

  Elaborations

  • considering the responsibilities of electors, such as enrolling to vote, being informed and voting responsibly
  • identifying the characteristics that would make for a 'good' representative at the local, state/territory or national level

  VCCCG011 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Government and Democracy

• VCEALA379

  Write using language that is beginning to reflect the features of written language more than the features of spoken language

  Elaborations

  • expanding vocabulary to incorporate more topic-specific words
  • developing simple plans to support writing with some structure and complexity at the text, paragraph and sentence level

  VCEALA379 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCARU183

  Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making

  Elaborations

  • understanding that Arabic uses the dual form of nouns, verbs and adjectives, in both masculine and feminine forms, for example,أنتما تلعبان؛ هذان كتابان؛ الوردتان جميلتان
  • understanding the importance of vocalisation on the subject word and the object word and analysing how this affects the meaning of the sentence, for example,

    كلّمت الأمُّ البنتَ؛ كلّمت الأمَّ البنتُ

  • manipulating interrogative verb forms to ask a range of questions, for example,

    قل لي لمَ لم تتّصل بي؟ أتصلت بك عدة مرات ولم ترد عليّ. أخبرني ماذا تريد أن تصبح في المستقبل؟ إشرح لي أسباب عدم قبولك دعوتي لحفل عيد ميلادي. ألسنا أصدقاء؟

  • understanding and applying indirect object pronouns and passive voice to express ideas objectively in texts such as articles and speeches, for example,

    مُنعَ الكتاب بسبب أفكاره الجريئة؛ خُصّصَ وقت بعد المدرسة لتعليم اللّغة العربية

  • using cohesive devices to sequence ideas, for example,

    في البداية أود أن أحدثكم عن يوم النّظافة العالمي؛ وبعد ذلك سأشرح لكم طرق المشاركة في هذا اليوم؛ ثمّ سأريكم بعض الصور وختاماً سآخذكم في جولة قصيرة حول الحديقة العامة

  • extending use of negative forms, for example,

    لم أحب أبداً مشاهدة الأفلام القديمة التي تشاهدها أمّي لأنّها لا تناقش أموراً عصريّة؛ ليس كل ما تقرأونه في الكتب صحيحاً ولا ما تشاهدونه على التلفاز حقيقيّاً

  • using إلاّ to express exceptions, for example, جميع أصدقائي يلعبون رياضة ما خلال الأسبوع إلّا أنا
  • using comparative and superlative forms of adjectives to describe people and objects, for example,

    صديقتي هناء هي أجمل فتاة رأيتها في حياتي؛ فهي أحنّ صديقة؛ واكثرواحدة تحب مساعدة الآخرين؛ إنّها أيضاً أمهر طبّاخة والأفضل في كل شيء

  • understanding how to use exaggeration and emphasis for effect, for example,

    ألف مبروك على رخصة القيادة؛ أنا أفكر بك دائماً؛ قلت للمرة المليون بأنني لم اسمع جرس المحمول لأردّ عليك

  • developing metalanguage to discuss grammatical features and to explain how word order, tenses and moods, adjectives and adverbs can be used to enhance meaning and expand expression
  • using imperative verb tenses to persuade, encourage and advise others, for example,

    شاركوا في الردّ على الموقع الإلكتروني؛ لا تنسوا شاهدوا الفيلم الأسطوري؛ سيعجبكم جداً؛ هيّا تشددوا وحاولوا أن تكملوا البحث بجدارة ؛ إتّصلوا على الرقم المذكور في الإعلان

  • using subjunctive mood to express doubt, uncertainty or emotion, for example,

    قد يكون كلامك صحيحاً ولكني لست متأكّداً منه؛ ربما تقبل أمي أن أذهب معك إلى الحفل لست متأكدة

  • creating compound and complex sentences by using embedded clauses, for example,

    أحب القراءة كثيراً بالرّغم من أن الكثير من الناس لا يحبون أن يقرأوا بل يفضلون مشاهدة التلفاز ؛ لا أعرف لماذا أصدقائي والّذين أصولهم عربية؛ لا يحبون الأغاني العربيّة!

  VCARU183 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCELY194

  Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements

  Elaborations

  • referring to learned knowledge of text structure and grammar when creating a new text
  • applying new vocabulary appropriately in creating text
  • learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
  • beginning to consider audience in designing a communication involving visual components, selecting images for maximum impact

  VCELY194 | Curriculum content | English | Level 1 | Writing | Literacy

• VCEALA685

  Talk about cultural differences related to communication

  Elaborations

  • identifying and talking about differences between home language and English at text, sentence and word levels
  • noticing and discussing differences in non-verbal aspects of communication, such as stance, proximity, gestures, eye contact

  VCEALA685 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Cultural and Plurilingual Awareness