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• VCEALL043

  Understand and explore the basic features of different texts

  Elaborations

  • matching labels to parts of a simple text, for example the title, introduction, requirements and method of a procedure; or the title, images and text on a poster
  • answering simple questions about the features of a text, for example ‘What is the name of this text?’, ‘Where is there a list in this text?’
  • making simple predictions about the topic or purpose of the text, for example based on the introduction to an instructional video
  • following step-by-step instructions to find information in a text, for example ‘Open up the contents page. Now find the heading that says “ocean”. Which page should we turn to?’

  VCEALL043 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL418

  Understand how modal verbs express probability and possibility

  Elaborations

  • recognising modal verbs that express probability and possibility, such as ‘may’, ‘will’, ‘could’, ‘must’
  • understanding modality when listening to others and responding appropriately, for example ‘You may pack up, but you must stay inside’
  • using modal verbs to express a point of view, for example ‘I will enjoy that’ and ‘It could fall over’

  VCEALL418 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL024

  Understand gender in common personal and possessive pronouns

  Elaborations

  • pointing correctly to people or illustrations based on questions or instructions using gendered personal (‘him’, ‘her’) or possessive pronouns (‘his’, ‘her’), for example ‘Who is he?’, ‘Which is her bag?’
  • using gendered pronouns with accuracy some of the time, for example ‘He is my dad’, ‘My aunty, he …’

  VCEALL024 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL361

  Understand the purpose and organisational features of common text types

  Elaborations

  • matching sections of a text with labels for their name and purpose
  • making predictions about the subject matter of a text, based on features such as illustrations, headings and layout
  • navigating a digital text using a series of links, to locate specific information

  VCEALL361 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL181

  Understand pronunciation and some non-verbal features

  Elaborations

  • distinguishing between questions, instructions and statements based on intonation and contextual information, such as the actions of other students
  • imitating the teacher’s speech when reciting or chorusing stories, songs or rhymes

  VCEALL181 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL209

  Understand the function of spaces, capital letters and full stops

  Elaborations

  • using spaces to count words in a sentence or on a line
  • using capital letters and full stops to count sentences
  • pausing at full stops when reading aloud

  VCEALL209 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | 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

• VCELA120

  Understand that language can be represented as written text

  Elaborations

  • identifying object or action by matching object to word
  • contributing text during shared writing experiences

  VCELA120 | Curriculum content | English | Level D | Writing | Language

• VCELA189

  Understand patterns of repetition and contrast in simple texts

  Elaborations

  • identifying patterns of vocabulary items in texts (for example class/subclass patterns, part/whole patterns, compare/contrast patterns, cause-and-effect patterns, word associations/collocation)
  • discussing different types of texts and identifying some characteristic features and elements (for example language patterns and repetition) in stories and poetry

  VCELA189 | Curriculum content | English | Level 1 | Writing | Language

• VCELA199

  Understand that language is used in combination with other means of communication

  Elaborations

  • recognising the effect of words, symbols, gestures and body language on the way communications are received by others

  VCELA199 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCELA259

  Understand that paragraphs are a key organisational feature of written texts

  Elaborations

  • noticing how longer texts are organised into paragraphs, each beginning with a topic sentence/paragraph opener which predicts how the paragraph will develop and is then elaborated in various ways

  VCELA259 | Curriculum content | English | Level 3 | Writing | Language

• VCELA364

  Understand the uses of objective and subjective language and bias

  Elaborations

  • understanding when it is appropriate to share feelings and opinions (for example in a personal recount) and when it is appropriate to remain more objective (for example in a factual recount)
  • differentiating between reporting the facts (for example in a news story) and providing a commentary (for example in an editorial)

  VCELA364 | Curriculum content | English | Level 6 | Speaking and Listening | Language

• VCELA416

  Understand the effect of nominalisation in the writing of informative and persuasive texts

  Elaborations

  • analysing formal and persuasive texts to identify and explain language choices such as nominalisation

  VCELA416 | Curriculum content | English | Level 8 | Writing | Language

• VCELA108

  Understand how to make a statement or ask a question

  Elaborations

  • recognising when to ask a question
  • communicating a statement to express an idea
  • communicating a statement to answer a question
  • communicating a statement to ask a simple question

  VCELA108 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCEALC427

  Follow a series of task instructions with some detail in print or digital texts

  Elaborations

  • following the ingredients section in a simple recipe to retrieve the correct amount of each ingredient
  • assembling familiar equipment in the correct arrangement to conduct a simple science experiment

  VCEALC427 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCEALA219

  Understand the difference between writing and drawing, and that writing changes according to context and purpose

  Elaborations

  • pointing to pictures and words when prompted
  • understanding that English writing consists of words formed by letters, and sentences made up of words

  VCEALA219 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA332

  Use home language resources to support understanding of classroom English

  Elaborations

  • using home language and English to ask for or give clarification of classroom instructions, vocabulary and subject content with same language peers
  • accessing home language or bilingual resources such as dictionaries, online translation tools or information texts to support understanding of classroom content
  • recording words and information in a personal word list in both home language and English

  VCEALA332 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA116

  Understand how different types of images in texts contribute to meaning

  Elaborations

  • reading and viewing a range of factual and imaginative texts incorporating images, for example an illustrated story, report with diagrams, short documentary, infographic poster
  • using images on book covers or within the text to predict content
  • making connections between images and print text, for example matching a character’s name to an image, finding the name of a country on a map

  VCEALA116 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA718

  Understand how the purpose and audience of a text can influence content and form

  Elaborations

  • designing layout and visual features to suit purpose and audience, for example using bright colours in an illustrated story for children
  • transforming texts to suit a different purpose or audience, for example converting a road safety website for learner drivers to a pamphlet for older drivers
  • discussing language choices with regard to purpose and audience, for example reflecting on word choices in a persuasive text

  VCEALA718 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• VCEALA143

  Demonstrate understanding that handwritten texts usually need to be planned, edited and presented

  Elaborations

  • using graphic organisers to develop a simple plan for writing
  • editing and re-drafting writing by using simple strategies
  • reading own writing aloud to check meaning
  • following feedback from teacher or peers to delete or add words to clarify meaning
  • correcting spelling with reference to word lists or dictionaries

  VCEALA143 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness