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• 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

• VCEALL075

  Demonstrate some control of basic verb forms

  Elaborations

  • using a range of common action verbs (‘sit’, ‘eat’, ‘play’), sensing verbs (‘want’, ‘like’) and relating verbs (‘be’, ‘have’)
  • controlling simple past tense for common verbs, including some regular verbs (such as ‘played’, ‘liked’) and some common irregular verbs (such as ‘went’, ‘was’, ‘saw’)
  • using inconsistent use of tense within a sentence, for example ‘I went to the park and playing footy’
  • expressing negatives in the most basic forms, for example ‘I no like’

  VCEALL075 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL644

  Show awareness of how cohesive devices organise ideas

  Elaborations

  • locating in a text a small range of connectives (such as ‘then’, ‘so’), pronouns (such as ‘this’, ‘that’) and articles (such as ‘a’, ‘the’)
  • identifying how the use of related vocabulary (synonyms, antonyms or words related to a particular topic) can make connections between parts of a text
  • following the items referred to by reference items through a long text, for example ‘The movement of electricity through some metals can be converted to heat. This is an easy way to heat people’s homes, and the electricity needed to do this is not too expensive’

  VCEALL644 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL469

  Use a range of sentence structures appropriate to the text, with some errors

  Elaborations

  • writing with some errors such as complex tenses and agreement

  VCEALL469 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL439

  Identify and compare a range of different text types

  Elaborations

  • discussing the different audiences and purposes associated with text types
  • comparing and contrasting features of texts, including texts in other known languages, for example text structure, use of evidence, levels of formality, vocabulary choices

  VCEALL439 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL466

  Use the text type appropriate to the task

  Elaborations

  • selecting an appropriate text type for the purpose and audience, from a small range of learnt text types
  • including appropriate features for the text type, such as headings, tables, images

  VCEALL466 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL155

  Use high-frequency words encountered in classroom activities

  Elaborations

  • spelling accurately high-frequency words and words learnt in class, such as ‘the’, ‘and’, ‘is’, ‘it’
  • referring to classroom charts and personal vocabulary lists to access topic words
  • using sound or visual features to spell new words, for example ‘evry’

  VCEALL155 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL130

  Recognise all letters of the alphabet

  Elaborations

  • recognising all letters of the alphabet in both capitals and lower-case
  • naming letters when spelling out new words

  VCEALL130 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL497

  Use basic verb forms in context

  Elaborations

  • 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’
  • recognising the most common irregular verbs, such as ‘do’, ‘go’, ‘be’
  • using ‘no’ or ‘not’ with adjectives or nouns to express negative forms’, such as ‘No go outside’, ‘Not me’

  VCEALL497 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL789

  Combine simple sentences into complex sentences using embedding structures

  Elaborations

  • using embedded clauses to create complex sentences, for example ‘The Prime Minister, having lost the support of her party, began to look for new allies among her former rivals’
  • constructing complex sentences using sophisticated relative clauses, such as ‘This film, which was adapted from the novel of the same name, raises some challenging issues’

  VCEALL789 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL153

  Write common nouns and adjectives in the correct order in formulaic structures

  Elaborations

  • building short noun phrases using adjectives, such as ‘the blue car’
  • using simple comparative adjectives in basic sentences with varied accuracy, for example ‘My brother bigger than me’

  VCEALL153 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL601

  Use single clauses, or use simple coordinating and subordinating conjunctions to combine clauses

  Elaborations

  • constructing compound sentences with a range of coordinating conjunctions (such as ‘and’, ‘but’), for example ‘They knocked on door but nobody answered’
  • constructing complex sentences using some common subordinating conjunctions (such as ‘as’, ‘when’, ‘until’), for example ‘When they arrived, they knocked on door’

  VCEALL601 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL314

  Use formulaic structures

  Elaborations

  • using formulaic time markers, such as ‘On Monday …’, ‘First …’, ‘After that …’, ‘Last …’
  • using formulaic sentence beginnings throughout a text, for example ‘On the weekend I … And then I … Then I …’

  VCEALL314 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL446

  Use knowledge of sentence structure and content to deduce the meaning of unfamiliar words

  Elaborations

  • using knowledge of sentence structure to deduce the part of speech or function of an unfamiliar word
  • deducing the meaning of unfamiliar words based on known ideas in the sentence or paragraph

  VCEALL446 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL423

  Self-correct and improve aspects of pronunciation that impede communication, and focus on correction

  Elaborations

  • identifying patterns of pronunciation that pose difficulty in own speech, such as the articulation of final consonants or a specific vowel sound, or inappropriate word stress
  • rehearsing pronunciation with a partner or recording pronunciation using a digital device to self-assess, in order to make improvements

  VCEALL423 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL729

  Use a range of expressions to qualify opinions

  Elaborations

  • using modals (such as ‘may’, ‘might’) to signify opinions, for example ‘The forest may be changed by this protest action ’
  • writing formulaic expressions to introduce personal opinions, such as ‘In my view …’, ‘I believe …’
  • beginning to use subjective expressions to express opinions indirectly, such as ‘According to research …’, ‘Many consumers think …’

  VCEALL729 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL796

  Use a range of digital formats and images to enhance meaning and impact

  Elaborations

  • producing texts in a range of digital formats, such as text documents, slides, infographics, simple websites, videos
  • using advanced writing and formatting functions in software applications, such as spellchecker, font styles, paragraph formatting
  • using modal verbs, including with complex tenses, such as ‘They should not have to go’, ‘This needs to be considered’

  VCEALL796 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL450

  Self-correct a range of aspects of speech

  Elaborations

  • noticing errors with pronunciation, intonation and emphasis and attempting to correct these
  • seeking assistance or feedback from speech partners to formulate or confirm pronunciation

  VCEALL450 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL501

  Imitate and practise pronunciation, stress and intonation patterns

  Elaborations

  • imitating and rehearsing pronunciation, stress and intonation patterns used by the teacher and peers
  • using word stress, rhythm and intonation in familiar interactions, for example using rising intonation for questions, and stressing key words for emphasis

  VCEALL501 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL132

  Use knowledge of letters and sounds to read a new word or locate key words

  Elaborations

  • matching a range of familiar spoken words with print words
  • recognising some common syllables and patterns within words, such as ‘in’, ‘on’, ‘–ing’
  • using initial letters and common letter patterns to decode new words, for example identifying rhyming words
  • identifying familiar patterns within new words to support pronunciation
  • suggesting, when asked, other words that might look or sound similar

  VCEALL132 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features