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• VCEALL724

  Write cohesive texts for a range of purposes

  Elaborations

  • connecting ideas and information at the whole-text level, for example writing topic sentences to focus paragraphs, and to connect paragraphs to the introduction and conclusion
  • ordering ideas in a paragraph so that they follow a logical sequence, for example chronological order, most common to least common examples

  VCEALL724 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL756

  Use pronunciation, intonation, volume and stress to support meaning

  Elaborations

  • modelling intonation, volume, stress and pacing on the speech of others such as teachers, peers, performers or presenters
  • adjusting features of speech to support and convey meaning, such as modifying mood in storytelling or giving emphasis in persuasive speech
  • using intonation, volume and stress to emphasise an opinion or emotion, such as ‘That is NOT what happened’

  VCEALL756 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL366

  Use knowledge of sentence structure to predict words or self-correct

  Elaborations

  • self-correcting when reading does not make sense, using knowledge of similar sentences in a repetitive text, or previously learnt sentence structures
  • predicting sentence endings when reading, based on previously learnt grammar, though these predictions may not match the text

  VCEALL366 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL234

  Use high-frequency words accurately, although sometimes repetitively

  Elaborations

  • using repetitive sentence beginnings
  • using some evaluative vocabulary, for example ‘good’, ‘nice’ ‘I like’

  VCEALL234 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL647

  Read and understand sentences containing a small range of descriptive language

  Elaborations

  • understanding an expanding range of describers and classifiers in noun groups, for example ‘small cute animals’ and ‘introduced wild animals’
  • understanding simple comparatives, for example ‘smaller’, ‘more expensive’

  VCEALL647 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL695

  Identify specific pronunciation problems that need attention

  Elaborations

  • identifying key words in a text that may pose pronunciation problems, based on general guidance from the teacher, such as ‘Highlight all the words ending in a consonant’
  • articulating specific difficulties with pronunciation, such as ‘I can’t tell the difference between “walk” and “work”’

  VCEALL695 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL475

  Create mood and feeling through the selection of appropriate vocabulary and idiom

  Elaborations

  • choosing vocabulary to express shades of meaning, for example choosing for effect ‘cloudy’, ‘gloomy’ or ‘bleak’
  • understanding differences between specialised and colloquial language, for example ‘feline’, ‘cat’ and ‘moggy’
  • using some idioms learnt from reading and viewing, in creative or personal writing

  VCEALL475 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL520

  Group familiar words according to their meaning or subject matter

  Elaborations

  • categorising words based on similarities and differences in meaning or topic

  VCEALL520 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL129

  Recognise a small range of familiar words in different contexts

  Elaborations

  • using previous knowledge to read familiar words and phrases in unfamiliar texts, such as words from a high-frequency word list, and sentence starters such as ‘Once upon a time …’, ‘Today is …’
  • recognising familiar words and collocations, such as ‘the big bad wolf’, in different contexts
  • recognising some common prefixes and suffixes, such as ‘un–’ and ‘–er’, and how they change the meaning of words

  VCEALL129 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL794

  Spell words accurately using a range of strategies

  Elaborations

  • spelling accurately a wide range of words including unusual and technical words, using knowledge of spelling conventions and letter–sound relationships
  • referring to dictionaries, online tools, curriculum area texts and personal vocabulary lists to check spelling

  VCEALL794 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL175

  Use a small range of learnt word patterns for appropriate purposes

  Elaborations

  • using formulas copied from teacher, peers or texts
  • using formulas to ask questions, aid social interaction or for self-expression, such as ‘What’s the time?’, ‘Excuse me’, ‘Oh, no!’, ‘Very good!’
  • using simple grammatical patterns, for example combining subject plus verb or verb plus object, such as ‘Me eat’ or ‘Go toilet’

  VCEALL175 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL336

  Use a range of verb forms with increasing accuracy

  Elaborations

  • maintaining consistency of verb tenses in extended speech or conversation, for example using ‘–ing’ and ‘–ed’
  • using forms of ‘to be’ or ‘to have’ as auxiliaries in common verb phrases, for example ‘It was broken’, ‘I am eating’, ‘They have finished’
  • accurately using auxiliary verbs to express negative forms, such as ‘I don’t go’, ‘I couldn’t see’

  VCEALL336 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL027

  Imitate pronunciation, stress and intonation patterns

  Elaborations

  • imitating and rehearsing pronunciation, stress and intonation patterns used by the teacher and peers, such as in stories, songs, rhymes
  • developing accurate pronunciation, stress and intonation for a small range of familiar and commonly used words and phrases, including personal language, classroom language, social formulas

  VCEALL027 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL099

  Recognise questions or statements through word order and vocabulary, as well as through intonation

  Elaborations

  • distinguishing between questions and statements based on intonation
  • recognising common forms of statements, for example ‘I am …’, ‘This is …’
  • recognising ‘Who’, ‘When’, ‘Where’, ‘How’ and ‘Why’ question forms
  • recognising a range of different question openers, such as ‘Do you ...?’, ‘Can anybody …?’, ‘Is it …?’

  VCEALL099 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL388

  Write simple paragraphs with a logical sequence of sentences

  Elaborations

  • grouping sentences about the same topic into a paragraph
  • organising sentences using a simple sequence, for example chronological order of events or strong to weak arguments
  • using key words to write a simple topic sentence that states the main idea of the paragraph

  VCEALL388 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL254

  Use a range of learnt word patterns for appropriate purposes

  Elaborations

  • using formulas for a range of purposes, including asking questions, supporting social interaction or self-expression, such as ‘What’s the time?’, ‘Oh, no!’, ‘Excellent work’, ‘Well done’
  • using longer formulaic constructions to articulate needs, such as ‘Can I eat lunch?’, ‘I want to go toilet’

  VCEALL254 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL538

  Use simple verbs

  Elaborations

  • using a small range of common verbs, for example ‘go’, ‘write’, ‘like’
  • forming simple past tense verbs some of the time by adding ‘–ed’, making some errors with irregular verbs (such as ‘goed’, ‘writed’

  VCEALL538 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL586

  Understand simple punctuation when reading

  Elaborations

  • using punctuation to identify the nature of sentences, for example identifying statements by full stops and questions by question marks
  • using punctuation to identify parts of a sentence, for example pausing appropriately at full stops and commas

  VCEALL586 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL795

  Use a wide range of punctuation marks to add impact to writing

  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 software application functions to add, format and edit images and tables, with guidance

  VCEALL795 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL628

  Use familiar vocabulary to convey shades of meaning

  Elaborations

  • using a range of familiar vocabulary to convey shades of meaning, such as ‘good’, ‘fine’, ‘terrific’, ‘wonderful’, ‘excellent’
  • using subject-related synonyms and antonyms (such as ‘hot’, ‘warm’, ‘cool’, ‘cold’ and ‘quick’, ‘fast’, ‘slow’) to extend meaning in spoken texts

  VCEALL628 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features