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• 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

• VCEALL493

  Repeat short modelled utterances with understanding

  Elaborations

  • listening to and reproducing the sequence of ideas in a short spoken report or recount

  VCEALL493 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALC504

  Understand simple visual elements of texts, including basic charts, graphs and other images

  Elaborations

  • matching a short description to an illustration, for example ‘It is green, with big eyes’
  • using visual clues to locate information on a map, for example finding ‘the city marked with a green dot’

  VCEALC504 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• 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

• VCEALL535

  Use basic conjunctions to connect ideas

  Elaborations

  • constructing basic compound sentences using common coordinating conjunctions (such as ‘and’, ‘but’), for example ‘I went to park and play soccer’
  • copying basic time or sequence connectives from a model text, for example ‘first’, ‘next’ or ‘lastly’

  VCEALL535 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALC480

  Show understanding of some frequently occurring English words and phrases

  Elaborations

  • understanding a small range of frequently occurring greetings, simple sentences and simple instructions in the classroom, such as ‘partner’ and ‘sit down’
  • using supporting resources to understand classroom language, for example classroom charts, vocabulary lists and contextual information, such as the actions of other students

  VCEALC480 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALC506

  Understand short, simple texts for a range of everyday purposes, relying on considerable contextual support

  Elaborations

  • reading short, previously learnt texts or memorised material, such as rhymes, songs, repetitive texts
  • joining in shared reading activities, such as group reading
  • drawing on supplementary information for support, such as illustrations or vocabulary lists, or asking questions of peers and teachers

  VCEALC506 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALL513

  Show basic understanding of differences between fiction and non-fiction texts through their purpose, topic and layout

  Elaborations

  • classifying texts as fiction or non-fiction, based on layout, structure and content
  • distinguishing between different texts based on purpose, topic and layout, for example identifying a story about a personal experience and a book about animals

  VCEALL513 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | 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

• VCEALA528

  Show an awareness of purpose and audience when presenting work

  Elaborations

  • copying elements of layout and design from model texts, for example illustrations in a story, large headings in an information report
  • filling in sections of a template following instructions from the teacher or in collaboration with peers

  VCEALA528 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Cultural and Plurilingual Awareness

• VCEALA509

  Show awareness of how to read print texts in English

  Elaborations

  • locating and turning to the correct page when shown by the teacher, and turning pages one at a time when reading
  • tracking with finger from left to right when reading

  VCEALA509 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Cultural and Plurilingual Awareness

• 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

• VCEALC482

  Participate in familiar situations and learning activities

  Elaborations

  • understanding and participating in common classroom routines such as retrieving equipment or forming groups
  • requesting assistance where required, by asking directly or indicating non-understanding through speech or body language
  • understanding common classroom action verbs, such as ‘sit’, ‘collect’, ‘open’, ‘stop’

  VCEALC482 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALL515

  Recognise basic cohesive devices in a simple text

  Elaborations

  • recognising basic conjunctions, such as ‘and’, ‘but’, ‘because’
  • understanding basic pronoun references (such as ‘it’, ‘she’, ‘they’) in familiar texts

  VCEALL515 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL538

  Use simple verbs

  Elaborations

  • using a small range of common verbs, for example ‘go’, ‘write’, ‘like’
  • forming simple past tense verbs some of the time by adding ‘–ed’, making some errors with irregular verbs (such as ‘goed’, ‘writed’

  VCEALL538 | Curriculum content | English as an Additional Language (EAL) | Level CL | 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

• VCEALA529

  Take part in shared writing activities

  Elaborations

  • listening to the contributions of others and adding new or different ideas
  • making suggestions about the ideas to include in the text, based on personal experience and class topics

  VCEALA529 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Cultural and Plurilingual Awareness

• 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

• VCEALC483

  Comprehend some familiar questions with support from the speaker

  Elaborations

  • comprehending questions on familiar topics, such as self and family
  • understanding common question words, such as ‘who’, ‘what’, ‘when’
  • relying on some accommodations, such as slow and deliberate speech, simple phrasing, repetition and paraphrasing

  VCEALC483 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• 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