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• VCEALL651

  Self-correct pronunciation when reading aloud

  Elaborations

  • applying knowledge of less common sounds and words with similar letter patterns to alter pronunciation
  • seeking assistance from speech partners to re-pronounce words

  VCEALL651 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL566

  Repeat or re-pronounce words or phrases through self-correction, if not understood

  Elaborations

  • attending to the listener’s body language or asking directly whether own speech has been understood
  • attempting to re-pronounce words using different pronunciation, stress or pace

  VCEALL566 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL082

  Use basic keyboard skills to write personally significant words and simple modelled sentences

  Elaborations

  • locating letters, numbers and common symbols accurately on a keyboard
  • using basic functions of a keyboard, for example using the shift key and space bar
  • typing letters, numbers, symbols and words, copying from a print text
  • typing familiar words, such as own name, without copying

  VCEALL082 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL787

  Use an extended range of cohesive devices to improve fluency

  Elaborations

  • using connectives to show contrast (‘however’, ‘nevertheless’, ‘although’), sequence (‘finally’, ‘subsequently’), adding (‘additionally’, ‘furthermore’) and consequence (‘therefore’, ‘consequently’)
  • using pronouns to refer to repeated ideas in a section of text, for example ‘The first reason … It is … This leads to …’
  • using complex prepositions to show relationships between ideas, for example ‘Among the causes …’, ‘Following the protests …’

  VCEALL787 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL629

  Use topic-related compound words to extend vocabulary

  Elaborations

  • rehearsing and repeating learnt topic vocabulary
  • recognising familiar parts of topic-related compound words, such as ‘landform’, ‘earthquake’
  • using topic-related compound words in class discussions or spoken texts, with reference to classroom charts or vocabulary lists

  VCEALL629 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• 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

• VCEALL018

  Communicate using short, learnt phrases

  Elaborations

  • using single-word or phrasal responses to questions, such as ‘Yes’, ‘No’, ‘I don’t know’
  • using learnt phrases in play, such as ‘Give me’, ‘Stop it’, ‘I don’t like’
  • creating original utterances by substituting new words in learnt patterns or formulas, such as ‘It’s home time’, ‘It’s go time’
  • using simplified speech patterns, where function words may be omitted or used incorrectly, for example ‘Me go to shopping and buyed many thing’

  VCEALL018 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL561

  Attempt different verb forms, with some consistency

  Elaborations

  • using a range of common verb tenses for familiar verbs, such as present simple tense (‘walk’, ‘go’), present continuous tense (‘is walking’, ‘is going’) and regular and common irregular past tenses (‘walked’, ‘went’)

  VCEALL561 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL607

  Use common punctuation with some consistency

  Elaborations

  • using commas consistently in lists or to indicate pauses
  • using question marks to indicate questions, with occasional inaccuracy, for example ‘She asked to borrow a pencil?’
  • correcting capital letters and full stops when reviewing own or others’ writing

  VCEALL607 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL210

  Demonstrate reading-like behaviour

  Elaborations

  • tracking with finger and following as the teacher or a peer reads
  • turning pages and following the teacher or peers

  VCEALL210 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL602

  Experiment with different tenses and use some common irregular past tense verbs correctly

  Elaborations

  • using a small number of common irregular past tense verbs accurately, such as ‘went’, ‘bought’, ‘woke’
  • matching simple present and past tense verbs to time words, such as ‘Today I have …’, ‘Last week we went …’, ‘They always sit …’
  • experimenting with more complex tenses, with varied accuracy, for example elaborated tenses (‘I have been to …’), negatives (‘They didn’t had …’)

  VCEALL602 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL367

  Read some common words or familiar phrases

  Elaborations

  • using previous knowledge to read familiar words or phrases in new texts, such as ‘next to the’, ‘she said’

  VCEALL367 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL691

  Use longer descriptive phrase

  Elaborations

  • using possessive pronouns, for example ‘Their habitats’, ‘Its colours’
  • including some simple quantifiers, such as ‘some’, ‘a few’, ‘many’, ‘any’; for example ‘Their few small habitats’
  • using an expanding range of adjectives as describers and qualifiers, for example ‘The bird’s unusual colours’
  • using adverbs and levels of possibility as modifiers to add detail to verbs, for example ‘He trains diligently’, ‘She will definitely succeed’

  VCEALL691 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL205

  Use some high-frequency adjective–noun and verb–adverb combinations

  Elaborations

  • describing illustrations using short noun phrases and verb phrases, such as ‘big ball’, ‘run fast’

  VCEALL205 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL371

  Self-correct pronunciation

  Elaborations

  • applying knowledge of less common sounds and words with similar letter patterns to alter pronunciation
  • seeking assistance from speech partners to re-pronounce words

  VCEALL371 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL338

  Use simple forms of modality

  Elaborations

  • understanding simple modality, such as ‘if’, ‘could’, ‘might’, ‘will’, ‘must’, ‘perhaps’, when listening to others
  • beginning to use modality through verbs (‘It might rain’, ‘You can do it’) and adverbs (‘Perhaps I will go’, ‘This is really tasty’)

  VCEALL338 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL672

  Develop a small range of skills to create and navigate simple digital texts

  Elaborations

  • typing short original texts using letters, common punctuation and symbols
  • editing texts in simple ways, including deleting or inserting words
  • using functions such as zoom or search to read text on a screen
  • following step-by-step instructions to navigate a digital text using menu items or links

  VCEALL672 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL076

  Write some high-frequency words related to personal experience and school context

  Elaborations

  • writing some high-frequency words accurately from memory, including own name and short words used regularly such as ‘it’, ‘my’, ‘we’
  • referring to classroom charts and personal vocabulary lists to check and confirm the spelling of high-frequency words
  • recording high-frequency words in a personal vocabulary list

  VCEALL076 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL470

  Maintain appropriate tense throughout a text

  Elaborations

  • maintaining reasonable consistency of present and past tenses across multiple paragraphs
  • expressing a range of negatives accurately, such as ‘I have never eaten …’, ‘He does not like to …’

  VCEALL470 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL228

  Write very short, simple texts

  Elaborations

  • write a small number of related phrases or sentences together, for example, when describing a picture, ‘Mum and Dad’, ‘in our house’

  VCEALL228 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features