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• VCEALL393

  Use a number of common conjunctions to link ideas to create compound and complex sentences

  Elaborations

  • constructing compound sentences with an expanding range of coordinating conjunctions (such as ‘and’, ‘but’, ‘so’), for example ‘I caught the train and then walked to the beach but I didn’t go swimming’
  • constructing complex sentences using some common subordinating conjunctions (such as ‘because’, ‘if’, ‘when’), for example ‘When Sam opened the door, her puppy ran to greet her’, ‘He can’t drink milk because he is allergic’

  VCEALL393 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL370

  Adapt speed when reading an unfamiliar text

  Elaborations

  • reading word-by-word and clarifying, if the meaning breaks down, by pausing, rereading and/or reading on

  VCEALL370 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL627

  Use simple descriptive phrases

  Elaborations

  • constructing noun groups using an expanding range of describers and classifiers, for example ‘majestic tall trees’, ‘native evergreen trees’
  • using simple comparatives to describe attributes, for example ‘bigger’, ‘more colourful’
  • beginning to use qualifiers, including relative clauses, such as ‘Animals that feed on plants are called …’
  • beginning to use non-finite clauses to add detail, for example ‘Make the batter smooth by mixing it carefully’

  VCEALL627 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL391

  Use a range of verb forms correctly

  Elaborations

  • maintaining consistency of verb tenses in a paragraph or short text, such as ‘–ing’ and ‘–ed’
  • using ‘to be’ as an auxiliary verb in common phrases, for example in simple passive constructions (‘It was broken’) or continuous tenses (‘I am eating’)
  • using ‘to have’ as an auxiliary verb in common phrases, for example ‘They have finished’
  • expressing a small range of complex negatives with some accuracy, for example with appropriate subject–verb agreement (‘He doesn’t like’) or modality (‘She can’t come’)

  VCEALL391 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL445

  Use knowledge of sentence structure to predict words and self-correct

  Elaborations

  • predicting meaning of new words based on knowledge of the base word, such as ‘know’, ‘unknown’, ‘knowledge’
  • inferring the meaning of an unfamiliar word by using known contextual information or ideas in the sentence or paragraph

  VCEALL445 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | 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

• VCEALL564

  Use words from lexical sets related to communicative need, interest, experience or learning

  Elaborations

  • recalling and applying a range of words related to familiar topics, such as words related to family, school, colours, numbers, days, months
  • using common synonyms (such as ‘hot’ and ‘warm’) and antonyms (such as ‘fast’ and ‘slow’) to communicate a range of meanings
  • connecting a small number of words from a lexical set, for example ‘soccer’, ‘ball’, ‘team’, ‘match’

  VCEALL564 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL517

  Recognise simple present and past tense verb forms

  Elaborations

  • identifying common regular past tense verbs ending in ‘–ed’
  • learning a small number of common irregular past tense verbs, for example ‘went’, ‘said’, ‘had’
  • matching simple present and past tense verbs to time words such as ‘today’, ‘last week’, ‘always’

  VCEALL517 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL135

  Read familiar texts with some fluency

  Elaborations

  • reading aloud with some accuracy and confidence words that are familiar or contain familiar letter patterns
  • imitating teacher and peers to read short texts with accurate pronunciation, fluency, pauses and intonation
  • repeating a sentence with corrected pronunciation, intonation or pausing when prompted

  VCEALL135 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL667

  Use adverbials to provide simple detail

  Elaborations

  • using some adverbials to give simple detail about place (‘at the station’), time (‘last week’), accompaniment (‘alone’), manner (‘very quickly’) and cause (‘because of the rain’)
  • using prepositions with varying accuracy, for example ‘with her parents’, ‘in the bus’

  VCEALL667 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL499

  Recognise and use common words relating to familiar class routines, people, experiences and interests

  Elaborations

  • identify, clarify and rehearse words, referring to classroom charts and personal vocabulary lists
  • using common and familiar vocabulary in speech, for example in conversation, in class discussion or when answering questions

  VCEALL499 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL577

  Use organisational and visual elements to suggest the content of a text

  Elaborations

  • referring to visuals to predict and locate content in a text, for example a text title, supporting picture, graph or chart
  • using organisational or visual features to preview or summarise a studied text, for example a simple dot-point list or mind map

  VCEALL577 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL292

  Use basic digital technology functions

  Elaborations

  • typing letters and words, copying from a print text
  • following simple instructions with visual support to navigate a digital text using menu items or links

  VCEALL292 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL420

  Respond to a sequence of instructions

  Elaborations

  • identifying key words used in the instructions, for example names of classroom items, software functions or action verbs, such as ‘workbook’, ‘paste’, ‘rule’
  • understanding a small number of instructions and following them in sequence, such as ‘Open your book to a new page. Rule up the page and write the date. Then copy the heading from the board’
  • asking for clarification, for example ‘Do I rule it up like this?’

  VCEALL420 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL069

  Use a very simple text structure repeatedly

  Elaborations

  • using the same expression in writing as in speech
  • writing or dictating simple statements in time sequence, for example ‘I get my bag’, ‘I eat lunch’
  • writing recounts or stories using repetitive time or sequence connectives
  • copying the structure of classroom texts, for example using the same sentence stems or writing the details in the same order

  VCEALL069 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL774

  Demonstrate a broad technical vocabulary across the curriculum areas

  Elaborations

  • reading, with understanding, texts containing new vocabulary, some subject-specific vocabulary and figurative language
  • responding to the use of vocabulary in a text, for example by describing emotions elicited by particular words or phrases
  • creating graphic organisers, for example word clines or word maps, to illustrate the relationships between synonyms and antonyms

  VCEALL774 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL108

  Use words learnt from a range of classroom and social contexts

  Elaborations

  • using a range of words related to familiar topics, such as words related to family, school, colours, numbers, days, months
  • using words from lexical sets related to topics of conversation, such as words for favourite foods or pastimes
  • using words learnt from print texts, such as by asking what a word means, for example ‘I don’t understand. What’s “fete”?’

  VCEALL108 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL543

  Demonstrate basic keyboard skills

  Elaborations

  • locating letters on a keyboard
  • typing letters and words, copying from a print text

  VCEALL543 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL333

  Describe and identify people, places and things using simple vocabulary for colour, size, place, location, time

  Elaborations

  • using a small range of descriptive vocabulary to communicate about specific people, places and things, for example ‘the big red book’, ‘a park near my house’
  • building simple noun phrases to describe specific people, places and things

  VCEALL333 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL316

  Use repetition for effect

  Elaborations

  • repeating words for emphasis or impact, such as ‘many, many people’

  VCEALL316 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features