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• VCEALA040

  Use simple dictionaries and word charts

  Elaborations

  • referring to picture dictionaries or bilingual dictionaries in the classroom to check meaning or spelling
  • using words from classroom vocabulary charts when speaking or writing
  • keeping copies of vocabulary charts that include images, English and home language

  VCEALA040 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALL712

  Identify thematic groupings of words in a text

  Elaborations

  • grouping or classifying words with the same topic, theme or function, such as ‘gravity’, ‘pull’, ‘force’
  • tracing word chains that refer to a particular idea in a text, for example ‘Junk food contains harmful additives. Salt can cause heart problems, while sugar is linked to diabetes’
  • organising related words to show their relationships, for example in a word cline, on a word map

  VCEALL712 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL664

  Use mostly standard word order

  Elaborations

  • constructing short sentences with standard word order
  • writing different sentence types in appropriate contexts, for example statements to answer questions, commands in instructional texts

  VCEALL664 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL206

  Recognise some common words or phrases

  Elaborations

  • recognising and reading personally significant words, such as own name on charts, book labels, name tags
  • recognising common words and phrases from familiar charts, labels and books

  VCEALL206 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL519

  Recognise some familiar words or phrases

  Elaborations

  • recognising words and phrases displayed in the classroom, such as words on charts, labels, books, posters, signs, notices
  • following instructions on simple signs such as ‘Line up here’ or ‘No running’
  • matching illustrations to familiar words or phrases in a text

  VCEALL519 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL449

  Read on when encountering unfamiliar words

  Elaborations

  • reading on to support fluency and to help deduce the meaning of unfamiliar words
  • returning to unfamiliar words later to check meaning and pronunciation

  VCEALL449 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL182

  Use comprehensible pronunciation for familiar words

  Elaborations

  • imitating and rehearsing pronunciation for familiar and commonly used words
  • accurately pronouncing a small range of familiar words, including personal language, classroom language and some basic topic vocabulary

  VCEALL182 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL286

  Read some familiar words and phrases

  Elaborations

  • using previous knowledge to read familiar words and phrases in unfamiliar texts, such as words from a high-frequency word list and sentence starters such as ‘Once upon a time …’ and ‘Today is …’

  VCEALL286 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL203

  Sequence words to make simple sentences

  Elaborations

  • putting a jumbled sentence from a familiar text into the correct order

  VCEALL203 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL048

  Recognise some familiar words in context

  Elaborations

  • recognising some familiar, personally significant words in context, such as own name on a list, peers’ names on labels, days of the week
  • identifying some familiar vocabulary (mainly content words) in a supported context, such as shared reading or teacher-led discussion

  VCEALL048 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCELA098

  Recognise the beginning sounds of familiar words

  Elaborations

  • matching images to objects
  • recognising objects or images that begin with the same or a similar sound
  • copying and imitating words and sounds using voice or alternative and augmentative communication

  VCELA098 | Curriculum content | English | Level C | Speaking and Listening | Language

• VCELA015

  Respond to images, objects and the spoken word

  Elaborations

  • experiencing different text types, genres and modes
  • reacting to objects and sounds in their environment
  • noticing objects and sound in their environment
  • turning attention towards another person or action of another person
  • showing interest in photographs of familiar objects and people
  • observing objects being represented by an image or spoken words

  VCELA015 | Curriculum content | English | Level A | Writing | Language

• VCELC110

  Translate familiar words or phrases using visual cues or word lists, explaining the meaning of particular words, gestures or expressions

  Elaborations

  • comparing words and phrases in Greek and in other known languages, observing similarities or differences in terms, for example, the word for ‘mum’ is similar in many languages (mum – η μαμά,) and the word for pineapple is ‘ananas’ in more than 25 languages
  • making comparisons between Greek and English words, noticing similarities, for example, το αλφάβητο, το βάζο, ο Σεπτέμβριος, η σαλάτα, το λεμόνι, η μπανάνα
  • demonstrating to others the ways in which Greek people greet each other non-verbally and how body language is used to communicate `yes` or `no`, `not bad`, ‘What’s the problem?’, Why? and ‘Wow!’ Πoπό!

  VCELC110 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCKOC122

  Translate familiar words and phrases, using visual cues and word lists, explaining the meaning of particular words, gestures and expressions

  Elaborations

  • noticing words in Korean and English that have the same meaning, such as 테니스,컴퓨터, 코알라 and considering why
  • recognising that every language has its own words, sounds and gestures to make meaning
  • using Korean and/or English to name familiar objects and conduct simple conversations, translating when necessary to help others understand
  • sharing and interpreting simple expressions and songs with friends and family, for example, showing them how to sing학교 종, 생일 노래

  VCKOC122 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCNRC008

  Translate familiar words or phrases using visual cues or word lists, explaining the meaning of particular words or expressions

  Elaborations

  • comparing words and phrases in the language and in other known languages, observing similarities or differences in terms, for example, the word for ‘mum’ is similar in many languages
  • making comparisons between words in the language and English words, noticing similarities
  • demonstrating to others the ways in which people who speak the language greet each other verbally and non-verbally

  VCNRC008 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCEALA147

  Show interest in patterns of spelling

  Elaborations

  • asking how to write new words
  • noticing similar spelling patterns, for example words that contain the same letter combinations, such as ‘find’ and ‘finger’; ‘air’ and ‘chair’
  • comparing words in English with home language forms and meanings

  VCEALA147 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• Modern Greek - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, (for example, Καλημέρα, Mε λένε Γιώργο) and their family and exchange greetings...

  Level description | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2

• VCEALL161

  Use keyboard skills to write short, simple texts

  Elaborations

  • using a keyboard to type capital and lower-case letters, numbers and basic punctuation marks
  • typing letters, numbers, symbols and words, copying from a print text or composing a short original text
  • using simple editing functions, such as inserting or deleting a word
  • using basic formatting functions, such as making text bold or changing font

  VCEALL161 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL320

  Use basic software functions to present text

  Elaborations

  • using a keyboard to type capital and lower-case letters, numbers and basic punctuation marks
  • typing letters, numbers, symbols and words, copying from a print text
  • using simple editing functions such as inserting or deleting a word, and formatting functions such as making text bold or changing the colour

  VCEALL320 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL292

  Use basic digital technology functions

  Elaborations

  • typing letters and words, copying from a print text
  • following simple instructions with visual support to navigate a digital text using menu items or links

  VCEALL292 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features