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• VCELA237

  Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose

  Elaborations

  • interpreting new terminology drawing on prior knowledge, analogies and connections with known words

  VCELA237 | Curriculum content | English | Level 2 | Writing | Language

• VC2M10A07

  solve problems involving linear equations, including those derived from formulas

  Elaborations

  • representing word problems with simple linear equations and solving them to answer questions

  VC2M10A07 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VCMNA152

  Recognise, represent and order numbers to at least tens of thousands

  Elaborations

  • reproducing five-digit numbers in words using their numerical representations, and vice versa

  VCMNA152 | Mathematics | Level 4 | Number and Algebra | Number and place value

• VCMNA335

  Solve problems involving linear equations, including those derived from formulas

  Elaborations

  • representing word problems with simple linear equations and solving them to answer questions

  VCMNA335 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• VCMNA336

  Solve linear inequalities and graph their solutions on a number line

  Elaborations

  • representing word problems with simple linear inequalities and solving them to answer questions

  VCMNA336 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• VCMNA186

  Recognise, represent and order numbers to at least hundreds of thousands

  Elaborations

  • reproducing six-digit numbers in words using their numerical representations, and vice versa

  VCMNA186 | Mathematics | Level 5 | Number and Algebra | Number and place value

• VCRAU016

  Develop awareness that languages borrow from each other

  Elaborations

  • knowing that both languages use the same alphabet
  • recognising that many languages borrow words from English and that English borrows many words from other languages
  • keeping a class record of words in the language that are borrowed from other languages, including loan words from Aboriginal languages and Torres Strait Islander languages

  VCRAU016 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCEALC547

  Comprehend a simple spoken text

  Elaborations

  • understanding short and simply structured spoken texts, such as instructions read by the teacher or a recount from a peer
  • understanding frequently used classroom words and learnt topic words

  VCEALC547 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCELA018

  React to familiar voices and preferred sounds

  Elaborations

  • encountering various noises, sounds and voices
  • being exposed to words, sounds and noises of different pitch, duration and timbre
  • responding to the connection between everyday words and objects

  VCELA018 | Curriculum content | English | Level A | Writing | Language

• VCELA040

  Recognise familiar objects and images in stories and informative texts

  Elaborations

  • associating an image with a word, symbol or object
  • identifying and communicating the names of familiar objects and people in an image
  • scanning an image or texts for specific objects, word, sound or image

  VCELA040 | Curriculum content | English | Level B | Reading and Viewing | Language

• German - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask questions such as, Bist du fertig? Was machst du...

  Level description | Languages | German | F–10 Sequence | Levels 5 and 6

• Indonesian - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use Indonesian to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds ngg and ng accurately, as well as sy (masyarakat) and kh (akhir), and use stress to create fluency in sentences. Students...

  Level description | Languages | Indonesian | F–10 Sequence | Levels 9 and 10

• Languages | Italian: Learning in Italian

  Italian language learning

  Italian belongs to the Romance family of languages and is closely connected to its ‘sibling’ languages of Spanish, Portuguese and French. It also has many commonalities and connections with English, sharing many Latin-derived words and using the same Roman...

  Overview material | Italian

• Turkish - F–10 Sequence: Levels 7 and 8 description

  Students continue to expand their range of vocabulary to domains beyond their personal experience and interests. They use a range of grammatical forms and language structures to convey more complex ideas and experiences, for example, by using reflexive, reciprocal, causative and passive verbal...

  Level description | Languages | Turkish | F–10 Sequence

• Turkish - 7–10 Sequence: Levels 7 and 8 description

  Students recognise and use key elements of Turkish grammar, such as word order, positions of adjectives, adverbs and postpositions, and recognise how grammatical forms and functions are represented through agglutination. They apply the principles of vowel harmony, for example, when adding nominal...

  Level description | Languages | Turkish | 7–10 Sequence

• Vietnamese - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use spoken and written Vietnamese for classroom interactions and to share ideas and opinions and express feelings. They exchange information about aspects of their daily life, school, friends and leisure activities. They make shared decisions and arrangements, organise...

  Level description | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6

• Chinese - Background Language Learner - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They participate in simple exchanges to obtain and convey information and experiences relating to their personal world. They use learnt vocabulary, sounds, characters and culturally specific...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2

• Digital Technologies: Level D description

  In Level D, students are building their independence and participating cooperatively in group learning activities. They combine and sequence key words and images to communicate personal interest and significant experiences and are beginning to reflect on their own behaviour and learning. They...

  Level description | Technologies | Digital Technologies

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Speaking and Listening

  At Level B2 students communicate and learn English in predictable social and learning situations, understanding some de-contextualised English and expressing simple messages in basic English. They negotiate simple transactions and ask and answer basic questions on familiar topics, using familiar...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Speaking and Listening

• 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