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• VCEALL442

  Understand and use the appropriate metalanguage to talk about the structures and features of a text

  Elaborations

  • labelling parts of a text, such as ‘chapter’, ‘index’, ‘orientation’
  • locating features that help to structure a text, for example highlighting and labelling pronouns or conjunctions

  VCEALL442 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL769

  Demonstrate awareness of the role of the structures and features in a range of texts

  Elaborations

  • comparing and explaining the functions of features of texts, for example an informative text and a persuasive text on the same topic
  • transforming texts from one type to another, using the appropriate features, for example transforming an interview transcript into a report

  VCEALL769 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL789

  Combine simple sentences into complex sentences using embedding structures

  Elaborations

  • using embedded clauses to create complex sentences, for example ‘The Prime Minister, having lost the support of her party, began to look for new allies among her former rivals’
  • constructing complex sentences using sophisticated relative clauses, such as ‘This film, which was adapted from the novel of the same name, raises some challenging issues’

  VCEALL789 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALC776

  Incorporating visual features into texts

  Elaborations

  • creating or adapting a range of visual features such as illustrations, diagrams, graphs, tables, maps
  • referring to images in text, for example ‘Figure 1’, ‘The image shows …’

  VCEALC776 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Communication

• VCEALL768

  Examine the role of the structures and features of mainstream texts in different curriculum areas

  Elaborations

  • comparing and contrasting structure and language features of texts from different curriculum areas, such as comparing reports from Science and History, or essays from English and Art
  • examining structures and features of texts in curriculum areas through guided activities, such as labelling, sequencing, transforming texts

  VCEALL768 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL706

  Compare the structures of different texts

  Elaborations

  • comparing features of everyday or school texts on related topics, such as a report and a review
  • using annotations, tables or Venn diagrams to record and communicate comparisons

  VCEALL706 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL413

  Adapt speech to suit a variety of registers

  Elaborations

  • listening to and observing situations to understand the register and topic
  • formulating appropriate ways of expressing a message to suit the situation, for example using formal or informal expression, technical or everyday vocabulary

  VCEALL413 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL370

  Adapt speed when reading an unfamiliar text

  Elaborations

  • reading word-by-word and clarifying, if the meaning breaks down, by pausing, rereading and/or reading on

  VCEALL370 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALA410

  Identify and use features of formal and informal spoken texts

  Elaborations

  • understanding and following the structure of formal spoken texts, such as introducing, giving a message, concluding
  • developing an appropriate style of speech for the purpose, whether to inform, persuade or entertain

  VCEALA410 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL785

  Write a range of extended texts using the structures appropriate to the text types

  Elaborations

  • constructing a range of clearly structured and cohesive texts from different curriculum areas, such as report, argument, discussion, review
  • using model texts and templates to inform the structure of print texts, making some adaptations to suit the particular purpose, audience and content of the text

  VCEALL785 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALA431

  Understand the connection between text purpose and structure

  Elaborations

  • sorting and sequencing labels for the stages of different learnt texts, such as procedures and explanations
  • completing a table or Venn diagram to compare the features of two text types, for example a narrative and a blog

  VCEALA431 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA592

  Use the features of simple text types appropriately

  Elaborations

  • using learnt text structures or model texts to begin writing independently, for example attempting to use past tense in a recount
  • using vocabulary items that are appropriate to the topic and text in shared writing

  VCEALA592 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALA379

  Write using language that is beginning to reflect the features of written language more than the features of spoken language

  Elaborations

  • expanding vocabulary to incorporate more topic-specific words
  • developing simple plans to support writing with some structure and complexity at the text, paragraph and sentence level

  VCEALA379 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALL440

  Interpret the purpose and organisational features of different text types

  Elaborations

  • identifying the text type and purpose of a text, based on organisational features such as sequence of ideas, headings, illustration and layout
  • comparing and contrasting the purpose and structure of texts from different curriculum areas, such as comparing reports from Science and History, or essays from English and Art

  VCEALL440 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALA299

  Write using language that largely reflects features of spoken language

  Elaborations

  • using spoken-like language structures based on familiar contexts and interactions, such as simple sentences about personal topics, or long compound sentences listing a series of events
  • following simple spoken text structures, such as events in chronological sequence

  VCEALA299 | Curriculum content | English as an Additional Language (EAL) | Level B1 | 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

• VCEALA531

  Use memory and/or home language knowledge to retrieve newly learnt words and structures

  Elaborations

  • organising newly learnt vocabulary according to home language schemas
  • calling on language peers for help translating personal needs and responses from home language to English

  VCEALA531 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Cultural and Plurilingual Awareness

• VCEALA681

  Adapt speech in common classroom interactions so it is appropriate to the particular context and audience

  Elaborations

  • responding in the appropriate register by matching elements of body language, voice and expression
  • using some appropriate language to give suggestions and opinions and ask for clarification
  • using a small range of colloquial idioms learnt from interactions or texts

  VCEALA681 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC242

  Ask for repetition or clarification to confirm understanding or elicit help

  Elaborations

  • composing simple requests to ask for clarification, for example ‘Please repeat’, ‘What means …?’
  • referring to the speaker’s key words when asking for clarification, for example Teacher: ‘Get your stationery’ Student: ‘What is stationery?’

  VCEALC242 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALA766

  Discuss specific characteristics and features of texts in relation to another known language

  Elaborations

  • comparing and contrasting features of texts in English and another known language, for example text structure, use of evidence, levels of formality, vocabulary choices
  • comparing or contrasting views represented in texts with different cultural values, including personal experiences
  • using metalanguage to name and describe features of texts

  VCEALA766 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Cultural and Plurilingual Awareness