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• VCEALL100

  Combine known formulas, structures and other vocabulary to communicate

  Elaborations

  • creating original utterances by using new words with known sentence structures, for example ‘Yesterday I went to the swim’
  • using a range of question beginnings, such as ‘Who’, ‘Where’, ‘How’, ‘Why’, ‘Do you …?’, ‘Can I …?’

  VCEALL100 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL159

  Spell with accuracy familiar words and words with common letter patterns

  Elaborations

  • spelling high-frequency words correctly, including words with regular and irregular spelling components
  • spelling one- and two-syllable words with common letter patterns
  • using sound or visual features of words to attempt own spelling, such as ‘vae’ for ‘very’, ‘ar’ for ‘are’, ‘perpl’ for ‘purple’

  VCEALL159 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL106

  Regularly use correct personal and possessive pronouns

  Elaborations

  • using a range of personal pronouns correctly, such as ‘I’, ‘me’, ‘he’, ‘him’, ‘she’, ‘it’
  • using a range of possessive pronouns correctly, such as ‘his’, ‘her’, ‘its’, ‘our’, ‘their’, ‘my’
  • using gendered pronouns with accuracy most of the time

  VCEALL106 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL097

  Identify a number of spoken text types and forms

  Elaborations

  • identifying a range of spoken texts, such as stories, poems, plays, recounts, descriptions, instructions
  • using purpose, structure, content and language to help identify familiar spoken text types

  VCEALL097 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL110

  Identify and produce phonemes in blends or clusters at the beginning and end of syllables

  Elaborations

  • identifying and repeating rhyming words using phoneme blends, for example ‘share’ and ‘chair’; ‘mind’ and ‘find’
  • identifying words or syllables that contain the same phonemes, for example ‘bump’, ‘camp’
  • blending two or three phonemes together to make syllables, for example ‘b-oo-k’, ‘sh-ee-t’

  VCEALL110 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL157

  Write legibly

  Elaborations

  • using capital and lower-case letters appropriately
  • writing from left to right and top to bottom
  • writing legibly and consistently by hand, using a range of implements such as pens and pencils
  • using ruled lines to guide writing on the page

  VCEALL157 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL124

  Understand and use the basic features of different texts

  Elaborations

  • using language, layout or topic to identify the difference between factual and fictional texts
  • using texts purposefully, for example following simple procedures, locating specific information in a known text, using a simple contents page or index
  • following simple instructions to find information in a text, for example ‘Use the contents list to find the section about oceans’
  • following simple instructions to find information in a multimodal or interactive digital text by following links and headings
  • using images and headings to locate information about specific topics

  VCEALL124 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL127

  Use developing knowledge of English to predict some words or phrases

  Elaborations

  • finishing familiar phrases or sentences from known texts
  • recognising the ways in which new and already known information is presented in sentences
  • using knowledge of familiar words and phrases to make predictions about sentences and collocations, such as for collocations with ‘take’, for example ‘Don’t take the bus. It’s faster if you take the train’, ‘Why did you take so many photos?’

  VCEALL127 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL158

  Use some punctuation consistently

  Elaborations

  • using a range of common punctuation, such as full stops, question marks, commas
  • starting sentences with a capital letter and ending with a full stop, question mark or exclamation mark
  • correcting capital letters and full stops when reviewing own or others’ writing

  VCEALL158 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL129

  Recognise a small range of familiar words in different contexts

  Elaborations

  • using previous knowledge to read familiar words and phrases in unfamiliar texts, such as words from a high-frequency word list, and sentence starters such as ‘Once upon a time …’, ‘Today is …’
  • recognising familiar words and collocations, such as ‘the big bad wolf’, in different contexts
  • recognising some common prefixes and suffixes, such as ‘un–’ and ‘–er’, and how they change the meaning of words

  VCEALL129 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL099

  Recognise questions or statements through word order and vocabulary, as well as through intonation

  Elaborations

  • distinguishing between questions and statements based on intonation
  • recognising common forms of statements, for example ‘I am …’, ‘This is …’
  • recognising ‘Who’, ‘When’, ‘Where’, ‘How’ and ‘Why’ question forms
  • recognising a range of different question openers, such as ‘Do you ...?’, ‘Can anybody …?’, ‘Is it …?’

  VCEALL099 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL151

  Write sustained texts using sentences based on simple repetitive, modelled patterns

  Elaborations

  • writing original sentences with less reliance on copying
  • writing repetitive patterns to produce longer texts, such as ‘I like ..., and I like ...’
  • connecting clauses together to make compound sentences that may run on, for example ‘I came to school and met my friend and then we played handball and then the bell went’
  • using ‘because’ to create dependent clauses, though these may be incomplete sentences, for example ‘We went to the pool. Because it was hot’

  VCEALL151 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL126

  Focus on both content and functional words to understand the main idea in a text

  Elaborations

  • identifying the main idea in a text based on recognising repeated content words
  • using function words (such as ‘the’, ‘and’, ‘as’, ‘in’, ‘of’) to understand the relationship between ideas in a text

  VCEALL126 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL125

  Understand and use a small range of metalanguage for elements of texts

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • locating and labelling features of a text, such as author, heading, diagram, blurb
  • identifying features of a text in answer to questions, for example ‘Who is the author of this book?’, ‘Where can we find the contents page?’

  VCEALL125 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL111

  Employ communicative strategies to enhance meaning

  Elaborations

  • developing accurate pronunciation and fluency based on modelling in a range of familiar interactions using personal language and classroom language
  • using stress or intonation appropriately in common utterances, for example using rising intonation when asking questions, stressing key words in short utterances
  • expressing emotions through intonation, for example surprise, frustration
  • using body language, facial expression and gesture to enhance the meaning of speech, for example nodding, pointing

  VCEALL111 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL128

  Read familiar phrases and sentences with fluency

  Elaborations

  • reading fluently frequently heard phrases, such as ‘and then’, ‘and he said’
  • sequencing words or phrases in a familiar sentence
  • reading sentences with fluency after rehearsal

  VCEALL128 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL152

  Write sentences and phrases that reflect simple written-like structures

  Elaborations

  • using a wider range of sentence beginnings, for example foregrounding time or place rather than people
  • writing a series of short statements in time sequence, for example ‘I eat breakfast. I go to school. I read a book’
  • grouping together short sentences about the same topic, for example ‘Frogs are green. Frogs have big eyes. They eat insects’
  • connecting clauses into basic compound or complex sentences using common conjunctions such as ‘and’, ‘but’, ‘and then’, ‘because’, ‘so’
  • using simple pronoun references to avoid repeating the subject in consecutive sentences, for example ‘Archie came to school early. He felt very tired’, ‘Yesterday the class went … We went …’

  VCEALL152 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL102

  Apply some grammatical rules but may overgeneralise for irregular forms

  Elaborations

  • expressing simple questions mostly accurately, including ‘wh–’ questions such as ‘Where did you live before?’ or yes/no questions such as ‘Is that my book?’
  • expressing statements and commands mostly accurately, such as ‘She went home’, ‘Please give it to me’
  • using correct verb and noun endings with some consistency, such as ‘–ing’, ‘–ed’, ‘–s’
  • overgeneralising some rules, such as formation of plurals (for example ‘mouses’) and past tenses (for example ‘swimmed’, ‘buyed’)
  • understanding some common phrases or clauses in both their full and contracted forms, such as ‘I’m’ and ‘I am’; ‘you’re’ and ‘you are’

  VCEALL102 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL104

  Express simple negation correctly

  Elaborations

  • expressing simple negation using common auxiliary verbs in full and contracted forms, such as ‘don’t’, ‘did not’, ‘can’t’

  VCEALL104 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL161

  Use keyboard skills to write short, simple texts

  Elaborations

  • using a keyboard to type capital and lower-case letters, numbers and basic punctuation marks
  • typing letters, numbers, symbols and words, copying from a print text or composing a short original text
  • using simple editing functions, such as inserting or deleting a word
  • using basic formatting functions, such as making text bold or changing font

  VCEALL161 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features