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• VCEALL534

  Use repetitive or modelled sentences with information about self and experiences

  Elaborations

  • relying on familiar sentence structures and filling in personal details, such as ‘My name is ...’, ‘On the weekend I …’
  • using the same expression in writing as in speech

  VCEALL534 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL752

  Use extended topic-related verb groups

  Elaborations

  • choosing from a wide range of action, saying, sensing and relating verbs to express precise meaning, for example ‘construct’, ‘produce’, ‘appreciate’, ‘prefer’
  • using extended verb groups, for example ‘about to start packing up’, ‘would not want to be noticed’
  • expressing more complex verbs using elaborated tenses, for example ‘hadn’t noticed’, ‘we’re getting hungry’
  • expressing modality through words such as ‘may’ and ‘might’

  VCEALL752 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL775

  Use contextual cues to interpret difficult words

  Elaborations

  • predicting meaning of new words based on knowledge of the base word, such as ‘educate’, ‘uneducated’, ‘education’
  • inferring the meaning of an unfamiliar word by using contextual information such as the topic of the text, meaning of adjacent sentences and meanings of familiar words in the same sentence

  VCEALL775 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL173

  Construct two- or three-word utterances, with the support of actions, gestures or visuals

  Elaborations

  • using common vocabulary and short formulaic expressions to communicate intention, such as ‘Shut door’
  • pointing, miming or gesturing to supplement speech

  VCEALL173 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL023

  Demonstrate variable placement of common adjectives to describe or add emphasis

  Elaborations

  • combining an adjective with a noun to create simple noun groups, with varying accuracy, such as ‘big truck’, ‘car blue’
  • using a small range of common adverbs, such as ‘slowly’, ‘very’
  • combining some common adverbs with verbs to describe action, with varying accuracy, for example ‘walk slowly’, ‘sing good’
  • using common adverbs to vary intensity, for example ‘very hot’, ‘little bit funny’

  VCEALL023 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL415

  Respond appropriately to structures through word order and vocabulary rather than through intonation

  Elaborations

  • understanding vocabulary and word order for structures, such as questions, statements and negation
  • using question words rather than intonation to indicate a question; for example ‘Do you …?’, ‘What is …?’, ‘Can anybody …?’

  VCEALL415 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL207

  Build a vocabulary that draws on words of interest, learnt words and sight words

  Elaborations

  • identifying characters or objects that are represented in both illustrations and written text
  • labelling simple diagrams or pictures using familiar words
  • locating sight words in a familiar text
  • recording words of interest in a simple personal vocabulary book

  VCEALL207 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL399

  Experiment with complex punctuation

  Elaborations

  • using commas to separate items in a list or to indicate pauses in a sentence
  • using question marks to indicate questions, with occasional inaccuracy, for example ‘She asked to borrow a pencil?’
  • using exclamation marks to emphasise an idea

  VCEALL399 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL753

  Use a range of extended descriptive phrases

  Elaborations

  • building noun groups using a range of adverbs, prepositional phrases and relative clauses, for example ‘the unusual colours of the bird’s tail feathers that help it camouflage in the grass’
  • choosing appropriate vocabulary to construct noun groups for imaginative or informative texts, for example ‘a flock of colourful parrots’, ‘less than 10% of native seed-eating birds’

  VCEALL753 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL630

  Use pronunciation and some non-verbal features to support communication

  Elaborations

  • using stress or intonation appropriately in common utterances, for example using rising intonation when asking questions, and stressing key words in short utterances
  • distinguishing different intonation patterns, such as for questions, statements, lists
  • attending to pronunciation and imitating and rehearsing in order to pronounce polysyllabic words

  VCEALL630 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL533

  Draw on conventions for organising information

  Elaborations

  • organising related ideas together, for example grouping information within a sentence, listing relevant information under given headings
  • following organisational conventions when writing, for example putting the date at the top of the page, starting a new page for a new lesson

  VCEALL533 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL793

  Use an expanded vocabulary appropriate for the curriculum area

  Elaborations

  • incorporating sophisticated vocabulary appropriate for the curriculum area, such as subject-specific terms, antonyms, synonyms, abstract nouns
  • distinguishing between different meanings for words in different contexts, for example ‘psychological complex’, ‘complex issue’, ‘complex sentence’ and ‘residential complex’ convincing scientific evidence supporting this theory …’

  VCEALL793 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL260

  Use learnt words in speech

  Elaborations

  • retaining learnt words by using them in speech with the teacher, peers or family members

  VCEALL260 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL578

  Locate directly stated information in a text or illustration

  Elaborations

  • using organisational features, such as layout, illustrations and headings, to find information in texts
  • understanding key words in questions or instructions and matching these to illustrations
  • following simple instructions to find information in a digital text by following links and headings

  VCEALL578 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL541

  Spell familiar, simple words correctly, using knowledge of letter–sound relationships

  Elaborations

  • spelling some high-frequency words accurately from memory, including own name and short words used regularly, such as ‘it’, ‘my’, ‘we’
  • representing new and unfamiliar words by their initial letters
  • referring to classroom charts and personal vocabulary list to check and confirm spelling

  VCEALL541 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL755

  Use words with multiple meanings across curriculum areas

  Elaborations

  • using a range of vocabulary learnt from different curriculum areas in spoken texts, such as discussions, presentations
  • using different specialist and everyday meanings of words, such as using ‘state’ in reference to a territory, a state of matter and a state of affairs

  VCEALL755 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL768

  Examine the role of the structures and features of mainstream texts in different curriculum areas

  Elaborations

  • comparing and contrasting structure and language features of texts from different curriculum areas, such as comparing reports from Science and History, or essays from English and Art
  • examining structures and features of texts in curriculum areas through guided activities, such as labelling, sequencing, transforming texts

  VCEALL768 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL154

  Use a small range of basic verb forms accurately

  Elaborations

  • using common simple past tense forms with the suffix ‘–ed’ consistently, though overgeneralising rules for some less common irregular past tense verbs, such as ‘catched’, ‘freezed’, ‘waked’
  • using common irregular past tense verbs, such as ‘went’, ‘said’, ‘had’
  • using a range of simple tenses with varying accuracy, such as ‘Yesterday teacher talking about cooking’, ‘I go to beach Saturday’
  • maintaining simple past tense consistently across a short text such as a recount
  • using more complex tenses inconsistently, for example ‘I have never eat it before’, ‘We caught the train then walk to the park’
  • using some common imperatives appropriately, such as ‘Draw …’, ‘Stop’, ‘Mix the …’, ‘Cook the ...’
  • expressing simple negative constructions accurately, for example ‘I do not like …’

  VCEALL154 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL233

  Use basic conjunctions to connect ideas

  Elaborations

  • constructing basic compound sentences using common coordinating conjunctions (such as ‘and’ and ‘but’), for example ‘I went beach and go swimming’, ‘Want to play outside but it rain’

  VCEALL233 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL150

  Make a simple plan before writing

  Elaborations

  • writing simple headings to structure a text before writing
  • following model texts or templates to arrange learnt text types
  • separating ideas in texts by leaving a line or writing a heading
  • locating images close to relevant written information
  • using basic tools in a software application to format a digital text, for example formatting headings in a larger font, placing images near relevant text

  VCEALL150 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features