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• VCEALL098

  Use common time and sequence markers to link ideas in speech

  Elaborations

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

  VCEALL098 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALC112

  Understand a small range of simple, familiar texts

  Elaborations

  • reading back own writing
  • reading well-known words or phrases (such as ‘Tuesday’, ‘Once upon a time’) in new contexts
  • recognising familiar vocabulary in new simple texts
  • reading a range of topic-related texts, including informative, imaginative and persuasive texts, with support

  VCEALC112 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Communication

• VCEALL105

  Understand phrases describing place or location

  Elaborations

  • using common prepositions (such as ‘in’, ‘on’, ‘at’) to add simple detail about place, for example ‘go on the train’, ‘stay at home’
  • understanding instructions incorporating place or location, such as ‘over here’, ‘next to the chair’

  VCEALL105 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALA145

  Model writing on other texts

  Elaborations

  • using words, phrases or sentence patterns from a teacher-modelled text, a favourite story or home language text
  • constructing a short, basic text type, following the structure of a model text, for example copying sentence beginnings in the same order

  VCEALA145 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• 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

• VCEALL109

  Repeat or modify a sentence or phrase, modelling rhythm, intonation and pronunciation on the speech of others

  Elaborations

  • imitating and rehearsing pronunciation, stress and intonation patterns used by the teacher and peers for a range of interactions and text types
  • saying familiar sentences fluently, with phrasing modelled on other speakers
  • modifying familiar sentences to incorporate personal details, for example ‘I like to play soccer’, ‘I like to play footy’

  VCEALL109 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALA148

  Understand a small range of terminology of writing

  Elaborations

  • understanding terminology such as ‘letter’, ‘word’, ‘sentence’, ‘comma’
  • understanding a small range of more technical terminology in structured activities, such as underlining verbs in a short text
  • following instructions for writing, for example ‘Fill in your name’, ‘Write each sentence on a new line’

  VCEALA148 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• 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

• VCEALA117

  Understand that the purpose of a text is reflected in its form

  Elaborations

  • identifying texts as factual or fictional, and comparing features such as content, layout, images
  • suggesting the purpose and audience of a range of common text types, such as picture book, supermarket catalogue, website, timetable
  • answering simple questions about the text, such as ‘Would this text be more useful for a parent or a child?’

  VCEALA117 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA118

  Understand that texts can reflect a variety of ideas and perspectives

  Elaborations

  • recognising that texts may reflect a variety of cultural beliefs, practices and views
  • suggesting an audience for a text, for example ‘This book was written for children’
  • choosing narratives centred on a range of characters with different profiles and experiences
  • giving a simple personal response to a text, for example ‘I enjoyed it’, ‘I learnt about …’
  • comparing and contrasting ideas and experiences in texts with own experience

  VCEALA118 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC113

  Understand information in texts read and viewed in class

  Elaborations

  • demonstrating understanding of simple factual or fictional texts by performing a task, such as following written instructions to plant a seed in a pot, dramatising or drawing parts of a story
  • answering simple questions, indicating true/false statements or sequencing information from a text
  • matching phrases and sentences from the text to images or diagrams showing the same ideas
  • obtaining information from simple diagrams or graphs
  • demonstrating understanding of new texts and responding to them, for example reading along with repetitive sections or predicting what comes next

  VCEALC113 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Communication

• VCEALC087

  Understand key information in a short spoken or multimodal text

  Elaborations

  • identifying familiar words used in a spoken text, such as basic vocabulary, animal names, colours
  • understanding common sentence structures that make connections between ideas, for example ‘I like pets and having fun’
  • using questions to help identify relevant items of information, for example Student 1: ‘What colour was it?’ Student 2: ‘It was blue’
  • pointing to parts of pictures that are mentioned in the text or conversation
  • identifying key points of information from short spoken texts with reduced visual support
  • understanding key information after viewing digital and multimodal texts, such as age-appropriate television shows or movies
  • listening to a story and then retelling or sequencing the story using pictures

  VCEALC087 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• 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

• 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

• 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

• VCEALA116

  Understand how different types of images in texts contribute to meaning

  Elaborations

  • reading and viewing a range of factual and imaginative texts incorporating images, for example an illustrated story, report with diagrams, short documentary, infographic poster
  • using images on book covers or within the text to predict content
  • making connections between images and print text, for example matching a character’s name to an image, finding the name of a country on a map

  VCEALA116 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA143

  Demonstrate understanding that handwritten texts usually need to be planned, edited and presented

  Elaborations

  • using graphic organisers to develop a simple plan for writing
  • editing and re-drafting writing by using simple strategies
  • reading own writing aloud to check meaning
  • following feedback from teacher or peers to delete or add words to clarify meaning
  • correcting spelling with reference to word lists or dictionaries

  VCEALA143 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALC114

  Use knowledge of context, text structure and language to understand literal and inferred meanings

  Elaborations

  • employing a range of reading cues, such as images, to help predict meaning
  • suggesting what might happen next in a narrative with a familiar setting or characters
  • describing the qualities or feelings of a character in simple terms that are based on images and print text
  • making connections between the text and own experience or other texts

  VCEALC114 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Communication

• 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

• VCEALL107

  Identify key words and ideas from short, familiar spoken texts supported by context

  Elaborations

  • recognising familiar and learnt vocabulary in short spoken texts
  • understanding key information in short texts about a topic studied in class, and responding to questions, such as naming characters from a story, identifying an animal illustration based on a description
  • using contextual information, including images, word lists or print texts, to identify key words and ideas

  VCEALL107 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features