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• VCEALL288

  Identify common syllables and patterns within words

  Elaborations

  • naming letters and giving their sounds when spelling or sounding out new words
  • reading aloud words that are familiar or contain familiar letter patterns with some accuracy and confidence

  VCEALL288 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL200

  Understand and explore the basic layout and conventions of simple texts

  Elaborations

  • 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?’
  • following step-by-step instructions to find information in a text, for example ‘Open up to the contents page. Now find the entry that says “Ocean”. Which page should we turn to?’

  VCEALL200 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL343

  Use clear pronunciation for common words and learnt key topic words

  Elaborations

  • attending to pronunciation and making adjustments based on the reaction of listeners or direct feedback
  • accurately pronouncing common words and learnt words used in interpersonal interactions, classroom situations and content learning

  VCEALL343 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL313

  Use some conjunctions to connect ideas within a sentence

  Elaborations

  • constructing compound sentences with a small range of coordinating conjunctions (such as ‘and’, ‘but’, ‘so’), for example ‘I caught a bus and then walked’
  • constructing basic complex sentences using some common subordinating conjunctions (such as ‘because’, ‘when’, ‘after’), for example ‘After we finished dinner, Mum wanted to play a game’

  VCEALL313 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL389

  Use simple time sequence markers and pronoun references to connect ideas in a text

  Elaborations

  • using simple time sequence markers, such as ‘first’, ‘next’, ‘at last’
  • using a range of pronoun references to connect ideas in text, including ‘he’, ‘she’, ‘it’, ‘we’, ‘they’, ‘his’, ‘her’, ‘their’, but with some errors of agreement

  VCEALL389 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL413

  Adapt speech to suit a variety of registers

  Elaborations

  • listening to and observing situations to understand the register and topic
  • formulating appropriate ways of expressing a message to suit the situation, for example using formal or informal expression, technical or everyday vocabulary

  VCEALL413 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL495

  Use simple conjunctions to link ideas in short utterances

  Elaborations

  • connecting ideas using common coordinating conjunctions, such as ‘and’, ‘but’
  • linking ideas in short utterances using simple conjunctions, such as ‘I finish number 1 but not number 2’

  VCEALL495 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• 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

• VCEALL045

  Rely on content words to understand the main idea in a text

  Elaborations

  • recognising common or learnt words in class texts
  • suggesting the topic of a text based on understanding content words in a title

  VCEALL045 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL079

  Experiment with some familiar punctuation

  Elaborations

  • using basic punctuation some of the time, such as full stops at the end of sentences, capital letters to begin sentences and for names
  • writing capital and lower-case letters and full stops accurately when copying
  • beginning to copy more complex punctuation accurately, such as commas, question marks, exclamation marks, quotation marks

  VCEALL079 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• 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

• VCEALL290

  Use a range of cues to support reading and viewing

  Elaborations

  • using information from images and headings to support understanding of the topic
  • using organisational features to navigate a text, for example titles and headings in a print text, or links and navigational items in a digital text, including multimodal and interactive texts

  VCEALL290 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL452

  Vary speech to add meaning to texts when reading aloud

  Elaborations

  • using intonation and emphasis to highlight different features of text, for example questions, opinion or dialogue
  • rereading sections of text and rehearsing reading aloud to improve fluency and understanding

  VCEALL452 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL642

  Identify different forms of texts

  Elaborations

  • understanding the basic structure of a range of texts used at school, such as narrative, information report, essay, poetry
  • identifying features of layout and content organisation in a text, such as title and chapter headings
  • labelling features of a text or sequencing parts

  VCEALL642 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL229

  Sequence a small number of ideas simply

  Elaborations

  • writing or dictating simple statements in time sequence, for example ‘Get my bag’, ‘Eat lunch’
  • writing numbers to show the sequence of pictures or simple sentences

  VCEALL229 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL111

  Employ communicative strategies to enhance meaning

  Elaborations

  • developing accurate pronunciation and fluency based on modelling in a range of familiar interactions using personal language and classroom language
  • using stress or intonation appropriately in common utterances, for example using rising intonation when asking questions, stressing key words in short utterances
  • expressing emotions through intonation, for example surprise, frustration
  • using body language, facial expression and gesture to enhance the meaning of speech, for example nodding, pointing

  VCEALL111 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL128

  Read familiar phrases and sentences with fluency

  Elaborations

  • reading fluently frequently heard phrases, such as ‘and then’, ‘and he said’
  • sequencing words or phrases in a familiar sentence
  • reading sentences with fluency after rehearsal

  VCEALL128 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL020

  Use a small range of grammatical patterns

  Elaborations

  • expressing simple statements, questions and commands using common words in order, supported by intonation, for example ‘She go’, ‘My book?’, ‘Give me’
  • generalising some grammatical patterns to new contexts, though with some inaccuracies, such as ‘to the farm’, ‘to the Australia’
  • using patterns to create new forms of words, though with some overgeneralisation, such as ‘played’, ‘eated’, ‘goed’

  VCEALL020 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL182

  Use comprehensible pronunciation for familiar words

  Elaborations

  • imitating and rehearsing pronunciation for familiar and commonly used words
  • accurately pronouncing a small range of familiar words, including personal language, classroom language and some basic topic vocabulary

  VCEALL182 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL730

  Use vocabulary to create nuance, mood and feeling

  Elaborations

  • choosing vocabulary purposefully for particular effect, for example using some learnt colloquial or idiomatic phrases and humour appropriately
  • showing awareness of social and cultural sensibilities in choice of synonyms, such as ‘plump’ versus ‘fat’, ‘people’ versus ‘humans’

  VCEALL730 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features