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• 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

• VCEALL648

  Recognise common vocabulary and learnt topic-specific vocabulary from different curriculum areas

  Elaborations

  • understanding words learnt from classroom interactions and texts
  • recognising in an unfamiliar text topic-specific vocabulary that has been learnt in other curriculum areas, for example ‘angle’, ‘primary’, ‘foul’

  VCEALL648 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL559

  Use simple cohesive devices to link spoken text

  Elaborations

  • using some coordinating conjunctions (such as ‘and’, ‘but’) to connect clauses, for example ‘I caught a bus and then walked’
  • using some common subordinating conjunctions (such as ‘after’, ‘because’) to connect clauses, for example ‘After we ate lunch, we played a game’
  • using personal pronouns (such as ‘he’, ‘she’, ‘it’) as cohesive devices to connect ideas in spoken text, for example ‘My friend gave me a present. It was a book’

  VCEALL559 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL521

  Name letters of the alphabet and relate them to sounds

  Elaborations

  • naming each letter of the alphabet and pronouncing its most common sound
  • recognising some common letter combinations, such as ‘ch’, ‘sh’, ‘–at’, ‘–er’, ‘–ing’, and attempting to pronounce them

  VCEALL521 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL498

  Use basic descriptive language

  Elaborations

  • using common prepositions such as ‘in’, ‘on’ and ‘at’ to add simple detail about place and time, for example ‘go on the train’, ‘stay at home’

  VCEALL498 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL074

  Use some common noun–verb and adjective–noun combinations

  Elaborations

  • writing simple adjectives and verbs as single words or part of short phrases, for example ‘tall tree’, ‘He runs’
  • using simple adjectives to express personal opinions or responses, such as ‘nice’, ‘little bit’

  VCEALL074 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL542

  Use basic punctuation

  Elaborations

  • writing capital and lower- case letters and full stops accurately
  • using basic punctuation, such as commas and question marks, accurately most of the time
  • experimenting with more complex punctuation such as exclamation marks, quotation marks

  VCEALL542 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL666

  Write using a range of tenses with varied accuracy

  Elaborations

  • controlling simple and continuous present and past tenses, for example ‘They are waiting’, ‘I was walking’
  • attempting more complex tenses, with varied accuracy, for example multi-word verb groups (‘Was not going to say’), elaborated tenses (‘He had not been told yet’)
  • consistently controlling agreement with common subjects and simple verbs, for example ‘I go’, ‘She goes’, ‘It is’, ‘They are’

  VCEALL666 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL522

  Interpret basic punctuation and spacing

  Elaborations

  • identifying common punctuation, such as full stops, question marks
  • counting words in a sentence or on a line, based on spacing
  • using capital letters and full stops to identify and count sentences in a text

  VCEALL522 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL134

  Sub-vocalise when reading silently

  Elaborations

  • rehearsing the sounds of familiar words, and breaking new words into phonemes, while reading silently

  VCEALL134 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL600

  Use single-word subject–verb–object word order in simple sentences and noun–pronoun agreements with few errors

  Elaborations

  • constructing basic sentences using single words for subjects, verbs and objects in the correct order, such as ‘I learn English’, ‘Yesterday we watch video’
  • using noun–pronoun agreement with varied accuracy, for example ‘I like apples’, ‘She like oranges’

  VCEALL600 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL494

  Use basic time and sequence markers

  Elaborations

  • understanding simple time markers, such as ‘yesterday’, ‘later’, ‘now’
  • following instructions that include sequence markers, such as ‘first’, ‘next’, ‘last’

  VCEALL494 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL213

  Revisit familiar texts to develop accurate and fluent reading

  Elaborations

  • listening to a teacher or peer read the text aloud, chorusing reading and imitating pronunciation, intonation and emphasis

  VCEALL213 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL368

  Apply knowledge of letter–sound relationships to read new words with some support

  Elaborations

  • using knowledge of letter–sound relationships and familiar phonemes to make predictions about new words
  • breaking words into syllables and phonemes to read new words

  VCEALL368 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL661

  Organise information and write according to the structure of a specified text

  Elaborations

  • structuring simple texts in a logical form, with some independence, such as a personal text with a beginning, middle and end
  • structuring more complex texts appropriately by working from a model or template
  • using simple paragraphs and topic sentences to organise ideas in writing, for example starting a new paragraph for a change of topic

  VCEALL661 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL540

  Use simple topic-specific vocabulary encountered in classroom activities

  Elaborations

  • referring to classroom charts and personal vocabulary lists to select vocabulary for writing
  • using learnt topic-specific vocabulary in simple modelled sentences

  VCEALL540 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL077

  Write new words with an initial letter or several letters

  Elaborations

  • representing words by their initial letter (such as ‘b’ for ‘book’) or by their beginning and ending sounds (such as ‘bk’ for ‘book’)
  • writing strings of letters that approximate the pronunciation of words, such as ‘scol’ for ‘school’, ‘fes’ for ‘face’

  VCEALL077 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL073

  Write sentences or phrases that reflect own oral structures

  Elaborations

  • writing simple strings of words that approximate sentences, such as ‘Go to school’, ‘Go home’, ‘Come from’
  • using the most common coordinating conjunctions (‘and’, ‘but’) to connect clauses, sometimes writing run-on sentences, such as ‘At school teacher teach us and we work and we play’
  • writing with some errors in word order, such as ‘I saw a car blue’

  VCEALL073 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL397

  Use appropriate layouts to separate ideas and incorporate visual features in texts

  Elaborations

  • separating sections in texts by starting a new idea on a new line, or a new section on a new page
  • locating diagrams or tables close to relevant information in print and digital texts
  • using text layout tools in a software application when creating digital texts, for example to align or resize images

  VCEALL397 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features