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• VCDEU165

  Recognise the pronunciation of loan words, and understand and apply knowledge of similarities and differences between German and English punctuation

  Elaborations

  • exploring the German pronunciation of a range of loan words from English and other languages, for example, Job, Restaurant, Pizza
  • recognising the role of and relationship between pronunciation, rhythm and pace in creating effects in spoken texts such as stories, poems, songs and conversations
  • comparing punctuation rules in English and German, considering aspects such as the distribution and functions of commas, the style of quotation marks for direct speech, and writing numbers less than one million as one word
  • applying German punctuation and spelling rules to own writing and learning to systematically edit own and others’ written work

  VCDEU165 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCELA415

  Understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts

  Elaborations

  • creating dialogue in drama showing interruptions, asides and pauses for effect

  VCELA415 | Curriculum content | English | Level 8 | Writing | Language

• VCELY195

  Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation

  Elaborations

  • adding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun
  • reading own work aloud to listen for grammatical correctness: checking use of capital letters, full stops, question marks and exclamation marks
  • checking for inclusion of capital letters and full stops
  • identifying words which might not be spelt correctly
  • beginning to use dictionaries and classroom charts to check and correct spelling of less familiar words

  VCELY195 | Curriculum content | English | Level 1 | Writing | Literacy

• VCNRU046

  Identify and reproduce, orally and in writing, key features of intonation and pronunciation, experiment with the spelling of common words and apply basic punctuation rules

  Elaborations

  • applying, if applicable, different intonation for statements, questions, exclamations and commands
  • reading simple texts
  • applying and using, if applicable, accent marks
  • experimenting with spelling simple words
  • applying phonic and grammatical knowledge to spell and write unfamiliar words
  • understanding and applying punctuation marks in writing, for example, full stop, comma, exclamation mark, apostrophe, speech marks and question mark

  VCNRU046 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Systems of language

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use the written and spoken language being studied to initiate and sustain classroom interactions to carry out transactions and to exchange information, ideas, thoughts and feelings about people, objects, places and events. They ask and respond to open-ended questions...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B3 description

  The Level B3 curriculum provides opportunities to enhance students’ knowledge, understanding and skills in relation to their spoken English. Students learn to respond to and use English appropriately in a wide range of contexts. The curriculum focuses on pronunciation, stress and intonation in...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C2 description

  The Level C2 curriculum supports students to enhance their knowledge, understanding and skills in relation to spoken English. At this level, students learn to initiate and negotiate topics when speaking in English in a range of contexts. The curriculum focuses on pronunciation, stress and intonation...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• English: Level 2 description

  In Level 2, students communicate with peers, teachers, students from other classes, and community members.

  Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as...

  Level description | English

• VCEALL227

  Write or dictate in sentences or phrases that match oral sentence structures

  Elaborations

  • using the same expression in writing as in speech, such as ‘Go to school’, ‘Come here’, ‘Play with …’
  • dictating a story for the teacher to write down, based on drawings or prompts

  VCEALL227 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL789

  Combine simple sentences into complex sentences using embedding structures

  Elaborations

  • using embedded clauses to create complex sentences, for example ‘The Prime Minister, having lost the support of her party, began to look for new allies among her former rivals’
  • constructing complex sentences using sophisticated relative clauses, such as ‘This film, which was adapted from the novel of the same name, raises some challenging issues’

  VCEALL789 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL443

  Follow the meaning of complex sentence patterns

  Elaborations

  • reordering a jumbled sentence so that it makes sense
  • explaining the meaning of a complex sentence, for example the sentence ‘He heard the explosion that wrecked the car’ might be explained as ‘The car exploded, and the man heard it happen’

  VCEALL443 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL128

  Read familiar phrases and sentences with fluency

  Elaborations

  • reading fluently frequently heard phrases, such as ‘and then’, ‘and he said’
  • sequencing words or phrases in a familiar sentence
  • reading sentences with fluency after rehearsal

  VCEALL128 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL101

  Construct a small range of sentence forms

  Elaborations

  • constructing positive and negative statements using subject plus verb, for example ‘I finished’, ‘The bus didn’t come’
  • beginning questions with question words such as ‘Who’, ‘What’, ‘When’, ‘How’
  • beginning commands with an imperative verb, for example ‘Come over here’, ‘Bring that’
  • constructing subject–verb-–object sentences with accuracy
  • giving some additional detail using short noun groups or adjectival phrases, such as ‘He gave me a new book’, ‘I ran really fast’

  VCEALL101 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL390

  Write sentences with some common errors

  Elaborations

  • writing with some errors such as omission of articles (‘I kicked ball’) and verb endings (‘I am good at defend the goal’), and varied tenses (‘We went to the park and play soccer’)

  VCEALL390 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL072

  Write simple repetitive modelled sentences

  Elaborations

  • writing a small range of sentences copied from a model text, such as ‘I like …’, ‘I went to …’, ‘Today is …’
  • writing repetitive sentence beginnings, for example ‘I … Then I … Then I …’

  VCEALL072 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL308

  Attempt to write paragraphs and topic sentences

  Elaborations

  • grouping sentences about the same topic into simple paragraphs
  • using key words to write a simple topic sentence at the beginning of most paragraphs

  VCEALL308 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL709

  Read texts with a range of sentence types

  Elaborations

  • understanding compound and complex sentences containing multiple clauses
  • understanding sentences containing some sophisticated features, such as noun groups and modality

  VCEALL709 | Curriculum content | English as an Additional Language (EAL) | Level C3 | 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

• VCELU182

  Use pronunciation rules and apply features of spoken Greek such as intonation, stress and rhythm to polysyllabic words, and extend to more advanced spelling and punctuation rules

  Elaborations

  • recognising that pronunciation, rhythm and tempo help in making meaning in interactions and applying this knowledge to own communication
  • comparing English and Greek sounds and spelling to support pronunciation of familiar and unfamiliar words and expressions, for example, astronaut/αστροναύτης, school/σχολείο, mathematics/μαθηματικά
  • using accentuation correctly and with appropriate pronunciation, for example, τσάι, παίχτης, οικόπεδο
  • applying appropriate pronunciation of ια, ιε, ιο, ιό, ιου with different preceding letters
  • recognising that the sound ‘I’ is represented by the following letters, depending on the context: I , ι, H, η, Y, υ, Eι, ει, Οι, οι
  • recognising the different pronunciation of the digraphs/diphthongs, for example, αυ - αυτοκίνητο and αυλή, ευ - ευχαριστώ and ευγενικός, μπ, ντ, γκ, γγ, τσ, τζ
  • recognising that double letters in Greek sound the same in most cases, for example, ιππόδρομος, Γιάννης
  • building phonic awareness by using and experimenting with sounds and rhythms, for example, γέρος, γερός
  • reinforcing pronunciation, phrasing and intonation skills by reciting and repeating words and phrases in context
  • recognising the role of stress and rhythm in creating emphasis
  • using appropriate spelling and punctuation in a range of written texts

  VCELU182 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCELU148

  Identify and reproduce letter clusters, the digraphs/diphthongs, reproduce key features of intonation and pronunciation, experiment with the spelling of common words and apply basic punctuation rules

  Elaborations

  • applying different intonation for statements, questions, interjections, exclamations and commands, for example, Είναι εδώ, Τι κάνεις; Ποπό! Σταμάτα! Άντε! Κρίμα!
  • reading simple texts and highlighting digraphs/diphthongs, including ου, μπ, ντ, αι, ει, οι
  • applying and using accent marks on all words which have more than one syllable and on a few monosyllable words, for example, πού; πώς; ή, and recognising that the position of the accent mark can change the meaning, for example, μάτια, ματιά, γέρος, γερός
  • experimenting with spelling simple words, for example, the spelling of verbs in the first person ending in ω, verbs in the third person ending in ει, the most common noun and adjective endings including ος, ας, ης, οι, η, α, ες, ι, ο, α, plural articles οι, τα, for example, θέλω, θέλει, ο άντρας, οι άντρες, η ντομάτα, οι ντομάτες, το παιδί, τα παιδιά, καλός, καλή, καλό
  • applying phonic and grammatical knowledge to spell and write unfamiliar words
  • understanding and applying punctuation marks in writing, for example, full stop, comma, exclamation mark, apostrophe, speech marks and question mark

  VCELU148 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language