Search results

Result list

• 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

• VCEALL149

  Use a variety of simple text structures

  Elaborations

  • relying on templates or model texts for organisational structure, for example using an introduction, body paragraphs and a conclusion
  • copying topic sentences or parts of sentences to support idea generation and to structure writing
  • reflecting the vocabulary and structure of spoken English in print texts
  • using a variety of simple text structures, such as a title, an opening, an ending, a caption
  • using basic conjunctions and connectives to show time and sequence, such as ‘On Saturday I … We went … We saw … I went ... Then I ... And then ...’

  VCEALL149 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALA555

  Use home language to formulate speech in English and communicate ideas

  Elaborations

  • formulating original utterances to communicate ideas, combining English vocabulary with home language sentence patterns
  • referring to home language while formulating speech, which may be reflected in pauses and hesitation
  • translating word for word from home language to English, before adapting the translation using English sentence structure

  VCEALA555 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA013

  Use some features of home language

  Elaborations

  • using phonological features from home language, for example pronouncing new English words using similar sounds from home language
  • responding in home language and/or English when asked a question
  • making connections between new English words and home language words containing similar sounds

  VCEALA013 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC637

  Use basic features of a website appropriately

  Elaborations

  • moving within or between web pages using tabs, navigation menus and links
  • using titles, headings and images to locate relevant information

  VCEALC637 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Communication

• VCEALC572

  Use basic features of a website with guidance

  Elaborations

  • following instructions to navigate a digital text using navigation menus and links
  • using functions such as zoom or search to read text on a website

  VCEALC572 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALL707

  Outline the role of specific features of a text

  Elaborations

  • defining the functions of features in curriculum area texts, such as the contents page, index, annotated diagrams, headings
  • matching labels to functions for different parts of a text

  VCEALL707 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL514

  Use features of the text to make predictions

  Elaborations

  • predicting the content of a text based on organisational features such as the title, headings, pictures, diagrams
  • looking at illustrations to make predictions about characters and events in stories

  VCEALL514 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALC378

  Write creative texts based on models provided or studied in class

  Elaborations

  • using language features of model texts, such as the rhyme and metre of poems, to compose own creative texts
  • following conventions of texts based on class models, such as character names and stage directions in a script
  • incorporating personal experience, ideas adapted from other texts, or imaginative details into creative texts

  VCEALC378 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Communication

• VCEALL622

  Use a small variety of text types for curriculum areas

  Elaborations

  • understanding and using structural features of some texts used in different curriculum areas, such as procedures, reports, formal speeches
  • following a logical structure when producing spoken texts, for example with an introduction, sequenced information, conclusion

  VCEALL622 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL642

  Identify different forms of texts

  Elaborations

  • understanding the basic structure of a range of texts used at school, such as narrative, information report, essay, poetry
  • identifying features of layout and content organisation in a text, such as title and chapter headings
  • labelling features of a text or sequencing parts

  VCEALL642 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALC137

  Write beyond the immediate environment and beyond known language with support from the teacher

  Elaborations

  • following the structure of model texts, such as the use of a greeting, sequence of events and reflection in a diary
  • altering phrases and sentences modelled in a class text to include personal and imaginative details
  • recounting personal experiences in a blog or diary, based on reading similar texts in class
  • writing imaginative texts adapted from or in response to classroom texts, for example following the same narrative structure, writing about a character in a new setting

  VCEALC137 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Communication

• VCEALL476

  Format texts appropriately for the purpose

  Elaborations

  • following a logical or conventional text structure, for example including a headline, byline, photograph and caption in a news story
  • adapting the basic structure of a text type to a range of media, for example formatting an information report as a document, poster or simple website
  • using a range of tools in a software application to format and lay out a digital text, for example using text boxes, font styles and image formatting

  VCEALL476 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL360

  Identify informative, imaginative and persuasive texts when reading texts or listening to texts read aloud

  Elaborations

  • identifying, sequencing and labelling structural elements of the text such as sections, headings or images
  • identifying characteristics of the language of the text, such as use of personal or technical language, or features of intonation and emphasis

  VCEALL360 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALA492

  Transfer some simple language structures to other contexts

  Elaborations

  • using simple language structures in new contexts, such as ‘I like bananas. I like soccer’
  • using some home language structures in English speech

  VCEALA492 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA352

  Identify the purpose and structure of a small range of texts

  Elaborations

  • sorting and sequencing two jumbled texts mixed together, for example a story about the big bad wolf and an information report about wolves
  • making simple comparisons between text types, for example comparing the visual layout of an information report and a news story

  VCEALA352 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Cultural and Plurilingual Awareness

• 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

• VCEALL599

  Use simple cohesive devices to structure writing

  Elaborations

  • using common time and sequence markers to link and sequence ideas, such as ‘Yesterday we …’, ‘First we ... Then ... And then …’
  • using a small range of coordinating conjunctions (such as ‘and’, ‘but’), for example ‘I caught a bus and then I walked’
  • using some common subordinating conjunctions, such as ‘as’, ‘when’, ‘until’
  • using pronouns to maintain cohesion and avoid repetition, such as ‘Mary came to school early. She felt very tired’

  VCEALL599 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | 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

• 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