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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

• 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

• VCEALL021

  Understand the tense of statements or instructions by using time references

  Elaborations

  • understanding common time references in basic sentences, such as ‘We went yesterday’, ‘Tomorrow we will go’, ‘Now we can eat lunch’
  • matching simple verb tense to time words, such as ‘Yesterday we did …’, ‘Tomorrow we do …’
  • sometimes using inconsistent tense when describing events in the past, present and future, for example ‘We waited and then catch the train’

  VCEALL021 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALA465

  Follow a simple writing process, including planning, drafting and revision

  Elaborations

  • talking to language peers in home language or English to generate and refine ideas before writing
  • recording structured notes or a plan in home language and/or English before writing, for example writing dot points under headings or filling in a planning template
  • revising writing using a range of resources, such as feedback from peers and teacher, model texts and checklists

  VCEALA465 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALL751

  Formulate extended statements with increasing control over grammatical features

  Elaborations

  • formulating extended utterances for a range of purposes, such as making statements, giving instructions, asking questions
  • expanding the detail in statements using a range of grammatical features, including adverbs, noun groups and more complex verb phrases, for example ‘I eventually finished reading that very interesting and sometimes challenging book’

  VCEALL751 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALA035

  Understand that texts are meaningful

  Elaborations

  • recognising that everyday texts are meaningful, for example asking the teacher to read a sign aloud
  • showing awareness that print and visual texts are created to share a message
  • understanding that print texts contain a consistent message, for example indicating when the ending of a well-known story varies
  • understanding that different texts have different purposes, including picture books, class blogs, reports
  • selecting from familiar texts to achieve a specific purpose, for example ‘Which chart tells us about time?’
  • recalling the key message of sections of a familiar text that is revisited in class

  VCEALA035 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC680

  Prepare and deliver an oral presentation, after modelling and support

  Elaborations

  • using specified criteria to plan, revise, rehearse and deliver a presentation
  • attending to multiple features of speech, including pronunciation, volume, pace, intonation
  • attending to non-verbal aspects of presentation such as maintaining eye contact with the audience or using body language for emphasis
  • creating and using memory aids such as palm cards or slides

  VCEALC680 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• 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

• VCEALL334

  Use specific time and sequence markers in speech

  Elaborations

  • using time markers to indicate specific moments in the past, present and future, such as ‘yesterday’, ‘last week’, ‘on the weekend’
  • following instructions that include sequence markers such as ‘first’, ‘then’, ‘after that’, ‘finally’

  VCEALL334 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL389

  Use simple time sequence markers and pronoun references to connect ideas in a text

  Elaborations

  • using simple time sequence markers, such as ‘first’, ‘next’, ‘at last’
  • using a range of pronoun references to connect ideas in text, including ‘he’, ‘she’, ‘it’, ‘we’, ‘they’, ‘his’, ‘her’, ‘their’, but with some errors of agreement

  VCEALL389 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• 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

• VCEALC324

  Comprehend social English in most familiar contexts, and use conversation partners to support understanding

  Elaborations

  • using support from conversation partners, including gestures, modified speech, provision of wait-time
  • repeating and adapting another speaker’s words to formulate responses, such as Student 1: ‘Where did you plant the seeds?’ Student 2: ‘Plant the seeds in a pot’

  VCEALC324 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALA782

  Revise and refine writing in response to feedback from a teacher or peer

  Elaborations

  • giving and interpreting feedback in different formats, for example using coloured or highlighter pens on print texts, review comments on digital texts, feedback checklists
  • incorporating feedback on a range of aspects, for example redrafting a personal recount to edit out unnecessary detail
  • using software to support in-text referencing and reference lists, for example using online reference generators, functions in text editors

  VCEALA782 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Cultural and Plurilingual Awareness

• VCEALA034

  Understand the direction of English text

  Elaborations

  • holding a book with the correct orientation and locating the front and back of the book
  • tracking with finger from left to right when reading or listening to a text being read aloud
  • turning to the correct page at the appropriate time, based on tracking reading or imitating the actions of others

  VCEALA034 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC005

  Understand a simple spoken text

  Elaborations

  • listening to a long text with visual support, such as instructions for and a demonstration of a game or art activity
  • recognising familiar vocabulary, for example animal names, colours, time markers
  • identifying single items of information from short spoken texts, such as a number, colour, name
  • answering specific questions about the spoken text that are based on familiar question stems such as ‘Who’, ‘Where’, ‘When’

  VCEALC005 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALL418

  Understand how modal verbs express probability and possibility

  Elaborations

  • recognising modal verbs that express probability and possibility, such as ‘may’, ‘will’, ‘could’, ‘must’
  • understanding modality when listening to others and responding appropriately, for example ‘You may pack up, but you must stay inside’
  • using modal verbs to express a point of view, for example ‘I will enjoy that’ and ‘It could fall over’

  VCEALL418 | Curriculum content | English as an Additional Language (EAL) | Level B3 | 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

• VCEALL395

  Use modelled vocabulary appropriately

  Elaborations

  • using modelled vocabulary accurately in sentences or short modelled texts
  • selecting appropriate vocabulary from classroom charts, personal dictionary and class texts

  VCEALL395 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALC031

  Understand aspects of simple, familiar texts

  Elaborations

  • recognising illustrations or character names when rereading a familiar story
  • understanding repeated conventional features of familiar text types, such as titles, ‘Once upon a time’
  • identifying characters, settings or key events in a narrative
  • showing comprehension through appropriate activities, such as sequencing pictures, dramatising a story, painting or drawing characters

  VCEALC031 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Communication