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
VCEALC572
Use basic features of a website with guidance
Elaborations
- following instructions to navigate a digital text using navigation menus and links
- using functions such as zoom or search to read text on a website
VCEALC572 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication
VCEALA656
Use appropriate forms of text for purpose and audience, with guidance
Elaborations
- constructing a range of print and digital text types, such as report, recount, description, narrative, argument
- transforming texts into new formats using a model text, for example rewriting a debate into a discussion essay
VCEALA656 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Cultural and Plurilingual Awareness
VCEALC245
Identify some key points of information in short spoken texts, with guidance
Elaborations
- understanding learnt vocabulary and sentence structures in texts
- pointing to parts of pictures that are mentioned in the text or conversation
- using questions to help identify relevant items of information, for example Teacher: ‘What colour was it?’ Student: ‘It was blue’
VCEALC245 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication
VCNRC004
Identify key words and information with guidance in simple written, spoken and visual texts
Elaborations
- listening for key words in stories, rhymes or songs, using intonation and visual cues
- identifying key words from different written and spoken texts by labelling, matching, clicking and dragging, miming and using actions, for example, on an interactive whiteboard
- obtaining information from multimodal texts to identify, describe, draw and name a variety of people and objects
- sorting and categorising information, using graphic representations such as tables, for example, to record likes and dislikes, singular/plural words
VCNRC004 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Informing
VCDSCD031
Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment and communities
Elaborations
- evaluating designed solution against negotiated criteria for success with class or group members
- evaluating, revising and selecting design ideas, based on criteria for success and including consideration of ethics, social values and sustainability
- evaluating the functional and aesthetic qualities of a designed solution
- reflecting on the sustainability implications of selected designed solutions
- comparing the amount of waste that would be produced from different design options and the potential for recycling waste
- reflecting on designed solutions to critique and assess suitability, sustainability and enterprise opportunities and determine how well they meet success criteria
VCDSCD031 | Technologies | Design and Technologies | Levels 3 and 4 | Creating Designed Solutions | Evaluating
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
VCELC106
Identify key words and information with guidance, in simple written, spoken, digital and visual texts
Elaborations
- listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures (hot and cold, the owl song)
- identifying key words from different written and spoken texts by labelling, matching, selecting, miming and using actions, for example, on an interactive whiteboard
- obtaining information from multimodal texts to identify, describe, draw and name a variety of people and objects
- sorting and categorising information, using graphic representations such as tables, for example, to record likes and dislikes; masculine, feminine and neuter words
VCELC106 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Informing
VCSIS065
With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge
Elaborations
- listing shared experiences as a whole class and identifying possible investigations
- reflecting on familiar situations to make predictions with teacher guidance
VCSIS065 | Science | Levels 3 and 4 | Science Inquiry Skills | Questioning and predicting
VCZHC212
Develop and present a position on an issue based on information drawn from different perspectives and sources and provide advice and guidance
Elaborations
- identifying the positions of different speakers and exploring the explicit and implicit values and reasons that may have led to the development of their own perspectives, for example, why a Western speaker of Chinese may look at an issue differently to a native Chinese speaker; the different perspectives of a city resident versus a rural resident
- developing an information kit about the local city or region to provide to Chinese visitors via a local tourism website, including details on history, climate, environment and cultural activities supported by visuals
- creating short texts to inform others on topics of interest (such as 中国的茶-澳洲咖啡), and providing an objective perspective by discussing alternative views, for example, 有人说…也有人说…他们都不知道...所以…
- accessing a range of sources of discussion (such as online debates in public forums and TV talk shows) and identifying factors that potentially cause bias on an issue, such as era, generational differences, cultural factors and individual personalities, for example, 有人认为愚公很傻， 尤其是生活在现代的人
- presenting a balanced view on a contemporary issue, referring to evidence to support ideas and elaborating on own perspective
- engaging with different representations of ideas, comparing perspectives and developing an informed position on issues relevant to their own lives, for example, 在中国有人说移民澳洲好，因为生活轻松； 也有人说移民澳洲不好，因为没有熟悉的家人朋友。我觉得… 因为…
- presenting information on an issue such as 独生子女政策 by discussing perspectives and comparing experiences and opinions, noting how some people focus on positive effects on society and others focus on personal experiences of being a 独生子女
- collaborating to produce multimedia displays to share with readers overseas to provide a local insight into issues such as the experience of international students in Australia, and highlighting the features that might be most relevant to overseas readers
- collating information from personal research and writing reports on issues relevant to youth across cultures, such as pressure to follow fashions and trends, bullying, and inspirational people
VCZHC212 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing
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
Latin: 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 Latin texts, such as narratives, about the daily life and attitudes of the Romans. They interpret grammatical structures such as inflected forms; identify linguistic...
Level description | Languages | Latin | Levels 7 and 8
VCSIS082
With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be based on previous experiences or general rules
Elaborations
- exploring a range of questions that can be asked about a problem or phenomena and, with guidance, identifying those questions that could be investigated by students
- refining questions to enable scientific investigation
- applying experience from previous investigations to predict the outcomes of investigations in new contexts
VCSIS082 | Science | Levels 5 and 6 | Science Inquiry Skills | Questioning and predicting
VCSIS083
With guidance, plan appropriate investigation types to answer questions or solve problems and use equipment, technologies and materials safely, identifying potential risks
Elaborations
- following a given procedure to design an experimental or field investigation
- experiencing a range of ways of investigating questions, including experimental testing, creating models, internet research, field observations, simulations and trial and error methods
- discussing the advantages and disadvantages of certain types of investigation for answering certain types of questions
- discussing possible hazards involved in conducting investigations, and how these risks can be reduced
VCSIS083 | Science | Levels 5 and 6 | Science Inquiry Skills | Planning and conducting
VCEALL230
Write sentences that may not follow standard word order
Elaborations
- writing with some errors in word order, such as ‘I saw a car blue’
VCEALL230 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features
VCEALL496
Produce short, simple non-standard utterances showing subject–verb relations
Elaborations
- constructing statements showing subject–verb relations with varying accuracy, such as ‘He sick’, ‘Students go’
- adding some elaboration to statements using objects and adverbs, such as ‘He sick today’, ‘Students go zoo’, ‘I no like bananas’, ‘It lay the egg on the leaf’
VCEALL496 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features
VC2M10AST01
calculate and interpret the mean and standard deviation of data and use these to compare data sets; investigate the effect of individual data values, including outliers, on the standard deviation
Elaborations
- using the standard deviation to describe the spread of a set of data
- using the mean and standard deviation to compare numerical data sets
- constructing distributions for the mean and standard deviation of simple random samples from a population
VC2M10AST01 | Mathematics | Mathematics Version 2.0 | Level 10A | Statistics
VC2M2N02
partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation
Elaborations
- comparing the digits of a number with materials grouped into hundreds, tens and ones, and explaining the meaning of each of the digits in the materials
- renaming numbers in different ways using knowledge of place value; for example, renaming 245 as 24 tens and 5 ones or 2 hundreds and 45 ones
VC2M2N02 | Mathematics | Mathematics Version 2.0 | Level 2 | Number
VCMSP372
Calculate and interpret the mean and standard deviation of data and use these to compare data sets. Investigate the effect of individual data values including outliers, on the standard deviation
Elaborations
- using the standard deviation to describe the spread of a set of data
- using the mean and standard deviation to compare numerical data sets
- constructing distributions for the mean and standard deviation of simple random samples from a population
VCMSP372 | Mathematics | Level 10A | Statistics and Probability | Data representation and interpretation
