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• VCEALL631

  Self-correct and improve aspects of pronunciation that impede communication

  Elaborations

  • identifying specific words in a text that may pose pronunciation problems, based on specific guidance from the teacher, such as ‘Find all the words ending in “s”’
  • asking for support with communication, such as ‘What is the difference between “walk” and “work”?’

  VCEALL631 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCELA052

  Reproduce speech sounds to communicate basic wants and use images and objects to express their wants and ideas

  Elaborations

  • reproducing sounds and words heard within a story, for example ‘ch, ch, ch’
  • comparing sounds and how they are combined to make words and label objects
  • exploring sounds through sensory activities

  VCELA052 | Curriculum content | English | Level B | Writing | Language

• VCELA155

  Understand that some language in written texts is unlike everyday spoken language

  Elaborations

  • learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present

  VCELA155 | Curriculum content | English | Foundation Level | Writing | Language

• VCELA074

  Know how to use the connection between the object, its name, image or sign

  Elaborations

  • learning to scan a collection of images and select one image to describe an object or action
  • matching 3D objects to an image, sign or spoken word, for example using an apple, an image and a word

  VCELA074 | Curriculum content | English | Level C | Reading and Viewing | Language

• VCGGC033

  Use images to match a familiar place to a significant feature

  Elaborations

  • representing a local place and its spaces, for example, using a photo college
  • representing an environmental through photos, images and words
  • selecting photos, images or words to represent a place and its features

  VCGGC033 | The Humanities | Geography | Level C | Geographical Concepts and Skills | Data and information

• VCNRC020

  Participate in everyday classroom activities, such as asking for permission, requesting help, asking how to say or write something, and praising or encouraging peers

  Elaborations

  • asking for permission and requesting help using frequently used phrases
  • asking how to say or write a word or expression
  • praising and encouraging peers
  • using words, phrases or interjections which can be used in conversation

  VCNRC020 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Socialising

• VCNRU050

  Explore the influence of the language being studied on the English language and how the language being studied has been influenced by the impact of new technologies and knowledge

  Elaborations

  • identifying familiar words in the language and recognising their English equivalents
  • using knowledge of familiar patterns and structures to decode and interpret meaning
  • understanding that English words may be found in the language, but that equivalents in the language to these terms often also exist

  VCNRU050 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Language variation and change

• VCRAU050

  Recognise influences from other languages, such as regional and foreign languages

  Elaborations

  • noticing how the language is influenced by other languages and cultures such as words for food, music or sport
  • keeping a class record of borrowings from other languages
  • noticing the use of loan words from English in texts such as advertisements and television programs

  VCRAU050 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCRAU101

  Understand that the language has been and continues to be changed through interaction with other languages and cultures

  Elaborations

  • identifying loan words in the language and English, and understanding that borrowings are part of the nature of language
  • analysing texts as a class, recording loan words and investigating their origins, and comparing these with borrowings in English and other known languages

  VCRAU101 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• Classical Greek: Levels 7 and 8 achievement standards

  By the end of Level 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Classical Greek texts, such as narratives, about the daily life and attitudes of the ancient Greeks. They interpret grammatical structures such as inflected forms...

  Level description | Languages | Classical Greek | Levels 7 and 8

• French - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use French to interact with each other, teachers and online French-speaking contacts, to exchange information, opinions, experiences, thoughts and feelings about themselves, their families and friends. They initiate and sustain conversation by using active-listening...

  Level description | Languages | French | 7–10 Sequence | Levels 7 and 8

• German - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students share information about their personal worlds, including personal details, family, friends, interests, likes, dislikes and preferences. They interact with others to carry out transactions, participate in class routines and socialise. They use modelled language and...

  Level description | Languages | German | 7–10 Sequence | Levels 7 and 8

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

  By the end of Level 6, students use spoken and written Turkish to interact by sharing ideas and experiences, for example, 23 Nisan Ulusal Egemenlik ve Çocuk Bayramında ben şiir okudum. Ramazan Bayramında dedem bana harçlık verdi. When interacting, they show interest and respect for...

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

• Turkish - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students interact in written and spoken Turkish to exchange and compare views and experiences on personal, local and global issues, for example, liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum, okulu bitirdikten sonra seyahat etmek istiyorum. They us...

  Level description | Languages | Turkish | 7–10 Sequence | Levels 9 and 10

• VCEALA491

  Use sentence patterns from home language to communicate ideas

  Elaborations

  • using home language sentence patterns or word order, such as ‘the house white’, ‘I very like swimming’

  VCEALA491 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL291

  Self-correct with guidance

  Elaborations

  • self-correcting pronunciation based on feedback from the listener
  • breaking unfamiliar words into morphemes or syllables

  VCEALL291 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL523

  Self-correct with guidance

  Elaborations

  • self-correcting pronunciation based on feedback from the listener
  • breaking unfamiliar words into morphemes and syllables

  VCEALL523 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL473

  Use some antonyms and synonyms

  Elaborations

  • using a range of synonyms to avoid repetition
  • accessing resources such as word lists or a print or online thesaurus to help identify antonyms and synonyms

  VCEALL473 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL315

  Incorporate learnt vocabulary into writing

  Elaborations

  • matching words to definitions or labelling diagrams
  • referring to classroom charts and personal vocabulary lists for key vocabulary

  VCEALL315 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCELA120

  Understand that language can be represented as written text

  Elaborations

  • identifying object or action by matching object to word
  • contributing text during shared writing experiences

  VCELA120 | Curriculum content | English | Level D | Writing | Language