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• VCEALL229

  Sequence a small number of ideas simply

  Elaborations

  • writing or dictating simple statements in time sequence, for example ‘Get my bag’, ‘Eat lunch’
  • writing numbers to show the sequence of pictures or simple sentences

  VCEALL229 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | 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

• VCEALL020

  Use a small range of grammatical patterns

  Elaborations

  • expressing simple statements, questions and commands using common words in order, supported by intonation, for example ‘She go’, ‘My book?’, ‘Give me’
  • generalising some grammatical patterns to new contexts, though with some inaccuracies, such as ‘to the farm’, ‘to the Australia’
  • using patterns to create new forms of words, though with some overgeneralisation, such as ‘played’, ‘eated’, ‘goed’

  VCEALL020 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL182

  Use comprehensible pronunciation for familiar words

  Elaborations

  • imitating and rehearsing pronunciation for familiar and commonly used words
  • accurately pronouncing a small range of familiar words, including personal language, classroom language and some basic topic vocabulary

  VCEALL182 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL730

  Use vocabulary to create nuance, mood and feeling

  Elaborations

  • choosing vocabulary purposefully for particular effect, for example using some learnt colloquial or idiomatic phrases and humour appropriately
  • showing awareness of social and cultural sensibilities in choice of synonyms, such as ‘plump’ versus ‘fat’, ‘people’ versus ‘humans’

  VCEALL730 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | 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

• VCEALL372

  Develop a small range of skills to create and navigate a simple digital text, including multimodal and interactive texts

  Elaborations

  • typing in letters and words, copying from a print text or typing short original texts
  • following step-by-step instructions to navigate a digital text using menu items or links

  VCEALL372 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | 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

• VCEALL665

  Develop writing through the use of compound and complex sentences

  Elaborations

  • writing compound sentences using a range of coordinating conjunctions, for example ‘They reduce training so they can rest their muscles’
  • constructing complex sentences using subordinating conjunctions, for example ‘Because of the flood, their homes were destroyed’

  VCEALL665 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL418

  Understand how modal verbs express probability and possibility

  Elaborations

  • recognising modal verbs that express probability and possibility, such as ‘may’, ‘will’, ‘could’, ‘must’
  • understanding modality when listening to others and responding appropriately, for example ‘You may pack up, but you must stay inside’
  • using modal verbs to express a point of view, for example ‘I will enjoy that’ and ‘It could fall over’

  VCEALL418 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL307

  Organise some subject matter and write according to the structure of the text type, using modelled forms and repetitive patterns

  Elaborations

  • relying on templates or model texts for organisational structure, for example introduction, body paragraphs, conclusion
  • copying topic sentences or parts of sentences to support idea generation and to structure writing

  VCEALL307 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | 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

• VCEALL726

  Use basic knowledge of grammatical features at the sentence level to argue, persuade, describe, classify, explain or instruct

  Elaborations

  • choosing appropriate sentence structure for purpose, for example using imperatives for instructional texts, passive voice for procedural recounts, causal connectives in explanations

  VCEALL726 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | 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

• VCEALL732

  Employ a range of strategies to spell words with increasing accuracy

  Elaborations

  • applying knowledge of spelling conventions and phonic knowledge to new words, for example to distinguish between ‘mat’ and ‘mate’
  • learning an expanding repertoire of sight words from shared texts and classroom activities
  • referring to print and digital charts, dictionaries and texts to check and confirm spelling

  VCEALL732 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL363

  Understand and use a range of learnt metalanguage to talk about text

  Elaborations

  • matching labels to parts of a text, such as ‘introduction’, ‘topic sentence’, ‘example’
  • identifying and labelling learnt features of language in a text, for example ‘noun’, ‘verb’, ‘conjunction’

  VCEALL363 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL286

  Read some familiar words and phrases

  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 …’ and ‘Today is …’

  VCEALL286 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL017

  Recognise simple questions and instructions through intonation and context

  Elaborations

  • recognising that a question has been asked, based on intonation
  • recognising and following instructions based on the actions of peers

  VCEALL017 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL467

  Organise texts in simple, logically ordered paragraphs with topic sentences

  Elaborations

  • grouping sentences on the same topic into paragraphs
  • sequencing sentences logically within the paragraph to develop a simple elaboration or argument
  • writing topic sentences that indicate the topic using key words

  VCEALL467 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features