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• VCEALL125

  Understand and use a small range of metalanguage for elements of texts

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • locating and labelling features of a text, such as author, heading, diagram, blurb
  • identifying features of a text in answer to questions, for example ‘Who is the author of this book?’, ‘Where can we find the contents page?’

  VCEALL125 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL131

  Relate most letters of the alphabet to sounds

  Elaborations

  • using the common sound of each letter when reading a new word
  • understanding that a letter can represent more than one sound
  • pronouncing the sound of each letter when sounding out new words
  • recognising beginning, middle or final sounds in words

  VCEALL131 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCELA016

  React to different sounds, and words, and respond to visual text

  Elaborations

  • encountering various types of text, genre and modes and their structure and organisation
  • reacting to objects and events within the environment
  • exploring how sounds stop and start, and can be long or short
  • responding to familiar people and objects, for example acknowledgement by looking at, or reaching towards, a desired object

  VCELA016 | Curriculum content | English | Level A | Writing | Language

• VCELA280

  Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity

  Elaborations

  • investigating in texts how adverb group/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state (for example, ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place)’

  VCELA280 | Curriculum content | English | Level 4 | Reading and Viewing | Language

• VCELA003

  Experience sentences being used to express ideas and information and responds to different words, sounds and noise

  Elaborations

  • experiencing sentences being communicated in different modes to express ideas, e.g. words, keywords, visuals, or sign
  • turning attention towards the spoken word of a familiar other
  • exploring how noises stop and start and can be long or short
  • tracking images, actions and objects moving horizontally and vertically

  VCELA003 | Curriculum content | English | Level A | Reading and Viewing | Language

• VCELA248

  Identify the effect on audiences of techniques, including shot size, vertical camera angle and layout in picture books, advertisements and film segments

  Elaborations

  • noting how the relationship between characters can be depicted in illustrations through the positioning of the characters (for example facing each other or facing away from each other), the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gesture
  • observing how images construct a relationship with the viewer through such strategies as: direct gaze into the viewer's eyes, inviting involvement, and how close ups are more engaging than distanced images, which can suggest alienation or loneliness

  VCELA248 | Curriculum content | English | Level 3 | Reading and Viewing | Language

• 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

• VCELA001

  Encounter various forms of texts and respond to sounds, text, symbols, images or objects in their environment

  Elaborations

  • experiencing various text forms and communication related to the environment or activity
  • experiencing texts and forms of communication being labelled, e.g. this is a fairy story, hello what did you want to say? Oh I think Amy wants a turn etc.
  • reacting to different forms of communication by familiar people, for example a smile, a wave
  • reacting to change in the environment associated with a text type, e.g. turns head or looks towards a multimodal text, images, sound, word such as their name

  VCELA001 | Curriculum content | English | Level A | Reading and Viewing | Language

• VCELT284

  Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques

  Elaborations

  • examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her
  • identifying pivotal points in the plot where characters are faced with choices and commenting on how the author makes us care about their decisions and consequences

  VCELT284 | Curriculum content | English | Level 4 | Reading and Viewing | Literature

• VCELT283

  Describe the effects of ideas, text structures and language features of literary texts

  Elaborations

  • examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her
  • sharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’)

  VCELT283 | Curriculum content | English | Level 4 | Reading and Viewing | Literature

• VCEALL712

  Identify thematic groupings of words in a text

  Elaborations

  • grouping or classifying words with the same topic, theme or function, such as ‘gravity’, ‘pull’, ‘force’
  • tracing word chains that refer to a particular idea in a text, for example ‘Junk food contains harmful additives. Salt can cause heart problems, while sugar is linked to diabetes’
  • organising related words to show their relationships, for example in a word cline, on a word map

  VCEALL712 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL255

  Use a small range of basic verb forms accurately

  Elaborations

  • matching simple verb tense to time words, such as ‘Yesterday we went …’, ‘Now we can eat lunch’, ‘Tomorrow we will go …’
  • maintaining consistent tense when describing events in the past, present and future, for example ‘I walked to his house and we played games’
  • using ‘no’ or ‘not’ with verbs, adjectives and nouns to express negative forms, such as ‘Not play’, ‘I no sad’, ‘Me no’

  VCEALL255 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL626

  Use a range of verb forms with increasing accuracy

  Elaborations

  • accurately using auxiliary verbs to express negative forms, such as ‘I don’t like winter’, ‘She hasn’t got a sister’
  • maintaining subject–verb agreement with negative forms, such as ‘She doesn’t like it’, ‘They don’t know’
  • beginning to use modal verbs, for example ‘It might rain’, ‘You can do it’

  VCEALL626 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL046

  Recognise familiar words and phrases

  Elaborations

  • recognising and reading personally significant words, such as own name on charts, book labels and name tags
  • locating and pointing to familiar words or phrases when prompted, for example ‘This book is about frogs. Where can you see the word “frog”?’
  • reading aloud words and phrases from familiar texts
  • recognising common words and phrases from familiar charts, labels, books
  • recognising labels for frequently accessed classroom items, for example ‘books’, ‘recycling’
  • following instructions on simple signs such as ‘Stop’, ‘Line up here’

  VCEALL046 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL393

  Use a number of common conjunctions to link ideas to create compound and complex sentences

  Elaborations

  • constructing compound sentences with an expanding range of coordinating conjunctions (such as ‘and’, ‘but’, ‘so’), for example ‘I caught the train and then walked to the beach but I didn’t go swimming’
  • constructing complex sentences using some common subordinating conjunctions (such as ‘because’, ‘if’, ‘when’), for example ‘When Sam opened the door, her puppy ran to greet her’, ‘He can’t drink milk because he is allergic’

  VCEALL393 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL391

  Use a range of verb forms correctly

  Elaborations

  • maintaining consistency of verb tenses in a paragraph or short text, such as ‘–ing’ and ‘–ed’
  • using ‘to be’ as an auxiliary verb in common phrases, for example in simple passive constructions (‘It was broken’) or continuous tenses (‘I am eating’)
  • using ‘to have’ as an auxiliary verb in common phrases, for example ‘They have finished’
  • expressing a small range of complex negatives with some accuracy, for example with appropriate subject–verb agreement (‘He doesn’t like’) or modality (‘She can’t come’)

  VCEALL391 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | 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

• VCEALL560

  Choose correct syntactic forms for questions, statements and commands

  Elaborations

  • beginning questions with question words such as ‘who’, ‘what’, ‘when’, ‘how’
  • using auxiliary verbs with some accuracy to construct simple open, closed, positive and negative questions, for example ‘Do you like running?’, ‘Why can’t you eat that?’
  • constructing positive and negative statements using subject + verb, for example ‘I finished’ and ‘The bus arrived’
  • beginning commands with an imperative verb, for example ‘Come over here’, ‘Bring that’

  VCEALL560 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCELA164

  Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community

  Elaborations

  • learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language
  • recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages

  VCELA164 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELA304

  Understand that social interactions influence the way people engage with ideas and respond to others

  Elaborations

  • recognising that we can use language differently with our friends and families, but that Standard Australian English is typically used in written school texts and more formal contexts
  • recognising that language is adjusted in different contexts, for example in degree of formality when moving between group discussions and presenting a group report
  • understanding how age, status, expertise and familiarity influence the ways in which we interact with people and how these codes and conventions vary across cultures
  • recognising the importance of using inclusive language

  VCELA304 | Curriculum content | English | Level 4 | Speaking and Listening | Language