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• VCEALC546

  Communicate needs in common social and school routines

  Elaborations

  • asking questions and following instructions to meet personal needs, such as where to find resources or what colour pen to use
  • understanding common words for social and school purposes, such as ‘I would like …’, ‘I need some help’

  VCEALC546 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCEALC245

  Identify some key points of information in short spoken texts, with guidance

  Elaborations

  • understanding learnt vocabulary and sentence structures in texts
  • pointing to parts of pictures that are mentioned in the text or conversation
  • using questions to help identify relevant items of information, for example Teacher: ‘What colour was it?’ Student: ‘It was blue’

  VCEALC245 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALC696

  Interpret and respond to accessible texts from across the curriculum

  Elaborations

  • reading and viewing in-school texts, including a range of factual and fictional text types, in print and digital formats
  • understanding background information associated with the content and text type, including the purpose and structure

  VCEALC696 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALL339

  Self-correct pronunciation and grammar

  Elaborations

  • assessing the listener’s understanding based on body language, facial expressions and direct feedback
  • seeking assistance from speech partners to re-pronounce words or rephrase sentences
  • attempting to self-correct pronunciation and grammar

  VCEALL339 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL579

  Identify what is being referred to by simple cohesive devices in a simple informative text

  Elaborations

  • understanding common coordinating conjunctions (such as ‘and’, ‘but’) and subordinating conjunctions (such as ‘as’, ‘when’)
  • matching cohesive devices (such as ‘this’, ‘that’, ‘those’) to the items they refer to

  VCEALL579 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL686

  Produce a range of coherent texts appropriate for audience and purpose

  Elaborations

  • understanding and producing text types according to conventions, such as reports, arguments, formal speeches
  • incorporating appropriate organisational features for the text type, for example introduction, arguments for and against, conclusion in a discussion

  VCEALL686 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL731

  Use a growing range of simple vocabulary

  Elaborations

  • using a small range of synonyms to avoid repetition
  • understanding differences between specialised or colloquial language, for example ‘feline’, ‘cat’ and ‘moggy’
  • accessing resources such as class texts, word lists, a print or online thesaurus to expand vocabulary

  VCEALL731 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | 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

• VCEALL290

  Use a range of cues to support reading and viewing

  Elaborations

  • using information from images and headings to support understanding of the topic
  • using organisational features to navigate a text, for example titles and headings in a print text, or links and navigational items in a digital text, including multimodal and interactive texts

  VCEALL290 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | 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

• VCEALL648

  Recognise common vocabulary and learnt topic-specific vocabulary from different curriculum areas

  Elaborations

  • understanding words learnt from classroom interactions and texts
  • recognising in an unfamiliar text topic-specific vocabulary that has been learnt in other curriculum areas, for example ‘angle’, ‘primary’, ‘foul’

  VCEALL648 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL415

  Respond appropriately to structures through word order and vocabulary rather than through intonation

  Elaborations

  • understanding vocabulary and word order for structures, such as questions, statements and negation
  • using question words rather than intonation to indicate a question; for example ‘Do you …?’, ‘What is …?’, ‘Can anybody …?’

  VCEALL415 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL578

  Locate directly stated information in a text or illustration

  Elaborations

  • using organisational features, such as layout, illustrations and headings, to find information in texts
  • understanding key words in questions or instructions and matching these to illustrations
  • following simple instructions to find information in a digital text by following links and headings

  VCEALL578 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL414

  Use appropriate sequence markers

  Elaborations

  • understanding sequence markers in spoken texts and using these to order written text or pictures
  • structuring own spoken texts, such as recounts, procedures or explanations, using a range of sequence markers, such as ‘first’, ‘finally’, ‘until’, ‘when’

  VCEALL414 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL396

  Select some descriptive vocabulary appropriate to context

  Elaborations

  • choosing synonyms for different contexts, such as ‘huge’ for ‘big’ or ‘entertaining’ for ‘fun’
  • beginning to understand when to use subjective language (for example in personal texts) and objective language (for example in factual texts)

  VCEALL396 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• 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

• VCELA110

  Explore connection between words, objects and images in stories and informative texts

  Elaborations

  • learning that text can provide information about an image
  • understanding that words can be used to describe an image
  • learning that words and images can be used to tell a story about an event

  VCELA110 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA279

  Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts

  Elaborations

  • examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and visual point of view and beginning to understand how these choices impact on viewer response

  VCELA279 | Curriculum content | English | Level 4 | Reading and Viewing | Language

• VCELT408

  Identify and evaluate devices that create tone in literary texts, including humour, wordplay, innuendo and parody

  Elaborations

  • understanding that tone (serious, bitter, sincere, amused) indicates attitude to the subject and to readers/listeners, who can identify or judge tone through past experience and language clues in the text

  VCELT408 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• 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