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• VCEALC698

  Skim a text for general meaning and scan to find detailed information

  Elaborations

  • skimming a text by identifying key words in the title, headings and topic sentences to determine the purpose and main idea of the text
  • scanning a text to extract details such as names, numbers, specific words, answers to questions

  VCEALC698 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALC526

  Write familiar words and simple sentences independently, with enough accuracy to convey meaning

  Elaborations

  • writing common classroom words, such as writing the day and date at the top of a page
  • writing familiar words and sentences to communicate personal information, such as ‘My name is ...’
  • filling in a simple table with some independence, such as students’ countries of origin or ages

  VCEALC526 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Communication

• VCEALC086

  Predict meaning from context in simple interactions or spoken texts

  Elaborations

  • predicting the meaning of an unknown word in a conversation based on understanding of the topic and other words
  • inferring the meaning of classroom instructions based on the actions of peers
  • referring to images or other information to understand the meaning of a spoken text

  VCEALC086 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• 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

• VCEALL754

  Use existing vocabulary knowledge to determine the meaning of new words

  Elaborations

  • using familiar root words, prefixes and suffixes to make predictions about meaning of new specific curriculum area vocabulary
  • checking predictions about new vocabulary, using specific curriculum area resources, dictionaries and vocabulary lists, and by asking questions

  VCEALL754 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL365

  Use knowledge of simple tense and negation to interpret the meaning of written text

  Elaborations

  • identifying the base word and interpreting the effect of tense and negation, for example in ‘did not eat’
  • matching sets of phrases to show their relationship, for example ‘go’, ‘went’ and ‘did not go’

  VCEALL365 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL422

  Use pronunciation and a range of non-verbal features to convey meaning and enhance communication

  Elaborations

  • modelling intonation, volume, stress and pacing on the speech of others such as the teacher, peers, performers or presenters
  • adjusting features of speech to support and convey meaning, such as modifying mood in storytelling or giving emphasis when recounting news
  • attending to clear enunciation, accurate pronunciation and appropriate stress and intonation when speaking in classroom situations

  VCEALL422 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL452

  Vary speech to add meaning to texts when reading aloud

  Elaborations

  • using intonation and emphasis to highlight different features of text, for example questions, opinion or dialogue
  • rereading sections of text and rehearsing reading aloud to improve fluency and understanding

  VCEALL452 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL029

  Recognise ways intonation is used to enhance meaning or distinguish statements from questions

  Elaborations

  • recognising emotions expressed through intonation, such as happiness, anger
  • distinguishing between questions, instructions and statements based on clear intonation and contextual information such as the actions of peers
  • using rising intonation for questions and stressing key words for emphasis

  VCEALL029 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL446

  Use knowledge of sentence structure and content to deduce the meaning of unfamiliar words

  Elaborations

  • using knowledge of sentence structure to deduce the part of speech or function of an unfamiliar word
  • deducing the meaning of unfamiliar words based on known ideas in the sentence or paragraph

  VCEALL446 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL796

  Use a range of digital formats and images to enhance meaning and impact

  Elaborations

  • producing texts in a range of digital formats, such as text documents, slides, infographics, simple websites, videos
  • using advanced writing and formatting functions in software applications, such as spellchecker, font styles, paragraph formatting
  • using modal verbs, including with complex tenses, such as ‘They should not have to go’, ‘This needs to be considered’

  VCEALL796 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL444

  Interpret the meaning of written text that uses a range of tenses and negation

  Elaborations

  • identifying the base word and understanding the effect of more complex tense and negation, for example in ‘had not arrived yet’
  • identifying simple passive constructions and comparing them to active constructions, such as ‘We read the book’ and ‘The book was read by our class’
  • transforming sentences from a text into negatives or different tenses

  VCEALL444 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL160

  Adjust size of writing, colour, layout and choice of media to support meaning

  Elaborations

  • following model texts or templates to lay out learnt text types
  • separating ideas in texts by leaving a line or writing a heading
  • locating images close to relevant written information
  • using a basic software application to format a digital text, for example headings in a larger font, images placed near relevant text

  VCEALL160 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEBW007

  Explore the nature and meaning of work and why individuals choose to participate in work

  Elaborations

  • exploring types of work, for example, full-time, part-time, casual, paid, unpaid, volunteer
  • investigating the reasons people work, for example, by conducting a class survey of parents’ and/or friends’ reasons for working

  VCEBW007 | The Humanities | Economics and Business | Levels 5 and 6 | Work and Work Futures

• VCECU001

  Explore the meaning of right and wrong, good and bad, as concepts concerned with the outcomes of acts

  Elaborations

  • exploring how the terms good, bad, right and wrong are used in different ways and identifying whether these are concerned with ethical outcomes, for example, ‘she is good at kicking a football’, ‘he is a good person’, ’this is a good drawing/design solution’, ‘it is wrong to give money to a beggar’, ‘winning was good’
  • using the term ‘good’, ‘bad’, ‘right’ or ‘wrong’ to describe a choice and exploring whether this reflects consideration of a likely outcome, for example, identifying a game rule ‘youngest goes first’ as a good or bad rule of a game and examining if the reasons are influenced by perception of the outcome

  VCECU001 | Capabilities | Ethical Capability | Foundation to Level 2 | Understanding Concepts

• VCELA144

  Recognise that texts are made up of words and groups of words that make meaning

  Elaborations

  • exploring spoken, written and multimodal texts and identifying elements, for example words and images

  VCELA144 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA333

  Understand that the pronunciation, spelling and meanings of words have histories and change over time

  Elaborations

  • recognising that a knowledge of word origins is not only interesting in its own right, but that it extends students’ knowledge of vocabulary and spelling
  • exploring examples of words in which pronunciation, writing and meaning has changed over time, including words from a range of cultures

  VCELA333 | Curriculum content | English | Level 5 | Speaking and Listening | Language

• VCELA145

  Explore the different contribution of words and images to meaning in stories and informative texts

  Elaborations

  • talking about how a ‘different’ story is told if we read only the words, or only the pictures; and the story that words and pictures make when combined
  • exploring how the combination of print and images in texts create meaning

  VCELA145 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA094

  Recognise that words, images and actions have the same meaning across environments

  Elaborations

  • recognising and communicating the label for everyday objects
  • showing some of the ways to maintain an interaction between self and others using verbal- vocal exchange, sign or augmentative and alternative communication
  • recognising and following simple multi-word directions

  VCELA094 | Curriculum content | English | Level C | Speaking and Listening | Language

• VCELY267

  Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation

  Elaborations

  • using glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding the word function, for example there/their; rain/reign

  VCELY267 | Curriculum content | English | Level 3 | Writing | Literacy