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• VCEALL468

  Use a range of devices to maintain cohesion

  Elaborations

  • using conjunctions to show adding, cause, contrast or time, such as ‘When we went to the zoo the lions were sleeping. After lunch they woke up and then they roared’
  • using reference items to maintain cohesion, including pronouns (‘she’, ‘him’, ‘it’, ‘their’)
  • connecting ideas using a small range of conjunctions (‘so’, ‘and then’) and connectives (‘Therefore’, ‘In addition’)

  VCEALL468 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL772

  Understand a range of verb forms in particular text types

  Elaborations

  • understanding complex verb groups, including elaborated tenses (such as ‘had not realised’), extended verb groups (such as ‘did not expect to be found’) and modality (such as ‘need to consider’)
  • recognising verb forms that are used in particular text types, such as passive voice in procedural recounts

  VCEALL772 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL727

  Construct extended sentences using simple relative clauses and a range of common conjunctions

  Elaborations

  • using some basic relative pronouns to produce complex sentences, for example ‘They finally found the cure that they had been searching for’

  VCEALL727 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL500

  Use a range of vocabulary from lexical sets related to immediate need, interest or learning

  Elaborations

  • using a small range of words related to familiar topics, such as family, school, numbers

  VCEALL500 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL335

  Use some grammatical rules consistently

  Elaborations

  • using some grammatical rules consistently, for example formation of regular plurals, such as ‘friends’ and ‘ideas’, or regular past tense verbs, such as ‘walked’ and ‘helped’
  • over-generalising some grammatical rules, for example in formation of plurals, such as ‘mouses’ and ‘sheeps’, or in forming past tense, such as ‘eated’ and ‘buyed’

  VCEALL335 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL515

  Recognise basic cohesive devices in a simple text

  Elaborations

  • recognising basic conjunctions, such as ‘and’, ‘but’, ‘because’
  • understanding basic pronoun references (such as ‘it’, ‘she’, ‘they’) in familiar texts

  VCEALL515 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL151

  Write sustained texts using sentences based on simple repetitive, modelled patterns

  Elaborations

  • writing original sentences with less reliance on copying
  • writing repetitive patterns to produce longer texts, such as ‘I like ..., and I like ...’
  • connecting clauses together to make compound sentences that may run on, for example ‘I came to school and met my friend and then we played handball and then the bell went’
  • using ‘because’ to create dependent clauses, though these may be incomplete sentences, for example ‘We went to the pool. Because it was hot’

  VCEALL151 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL518

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

  Elaborations

  • identifying adjectives next to nouns, and adverbs next to verbs, such as ‘big ball’ and ‘run fast’, with support such as questions or guidance from a teacher
  • matching illustrations to short noun phrases and verb phrases

  VCEALL518 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL748

  Sustain complex ideas and information in coherent spoken texts, taking account of audience and purpose

  Elaborations

  • understanding and applying organisational features of a range of spoken texts, such as reports, persuasive texts, multimodal presentations
  • presenting a logical sequence of information in prepared and impromptu spoken texts

  VCEALL748 | Curriculum content | English as an Additional Language (EAL) | Level C4 | 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

• VCEALL582

  Understand simple descriptive language within sentences

  Elaborations

  • understanding simple noun groups with adjectives and/or simple possessive pronouns, such as ‘the small chair’, ‘my brother’s bag’
  • understanding describers and classifiers in short noun groups, for example ‘small animals’ and ‘wild animals’
  • recognising common prepositions indicating time and place, such as ‘in’, ‘on’, ‘at’

  VCEALL582 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL231

  Use basic verbs

  Elaborations

  • using some basic action verbs (‘sit’, ‘eat’, ‘play’), sensing verbs (‘want’, ‘like’) and relating verbs (‘is’, ‘was’)
  • expressing negatives in the most basic forms, for example ‘I no like’

  VCEALL231 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL309

  Sequence ideas simply, using short sentences or statements

  Elaborations

  • writing a series of short statements in time sequence, for example ‘I eat breakfast’, ‘I go to school’, ‘I read a book’
  • grouping together short sentences about the same topic, for example ‘Frogs are green’, ‘Frogs have big eyes’, ‘They eat insects’
  • using simple pronoun references to avoid repeating the subject in consecutive sentences, for example ‘Emma came to school early. She felt very tired’ and ‘Yesterday the class went … We went …’

  VCEALL309 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL603

  Use basic qualifiers and quantifiers to express a range of meaning

  Elaborations

  • using basic qualifiers to express degrees of meaning, such as ‘very’, ‘a little’
  • using a small range of quantifiers to express amounts, such as ‘some’, ‘all’

  VCEALL603 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL587

  Attempt to self-correct

  Elaborations

  • applying knowledge of letter–sound relationships and familiar letter patterns to predict pronunciation

  VCEALL587 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL769

  Demonstrate awareness of the role of the structures and features in a range of texts

  Elaborations

  • comparing and explaining the functions of features of texts, for example an informative text and a persuasive text on the same topic
  • transforming texts from one type to another, using the appropriate features, for example transforming an interview transcript into a report

  VCEALL769 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL016

  Engage in simple, short dialogues and initiate short utterances using a range of formulas appropriate for different purposes and functions

  Elaborations

  • responding to simple, direct questions about personal or familiar topics
  • using social formulas such as ‘please’, ‘thank you’, ‘excuse me’
  • using learnt phrases in different situations, such as ‘What’s the time?’, ‘Oh, no!’, ‘Very good!’
  • expressing opinions about an experience or text in simple ways, for example ‘I like’, ‘not good’

  VCEALL016 | Curriculum content | English as an Additional Language (EAL) | Level A1 | 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

• VCEALL344

  Self-correct and improve aspects of pronunciation that impede communication

  Elaborations

  • identifying specific words in a text that may pose pronunciation problems, based on guidance from the teacher, such as ‘Find all the words ending in “s”’
  • asking for support with communication, such as ‘What is the difference between “walk” and “work”?’

  VCEALL344 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL670

  Spell most commonly encountered words correctly

  Elaborations

  • learning high-frequency sight words from shared texts and classroom activities
  • recognising common letter patterns in familiar and new words

  VCEALL670 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features