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• VCEALL664

  Use mostly standard word order

  Elaborations

  • constructing short sentences with standard word order
  • writing different sentence types in appropriate contexts, for example statements to answer questions, commands in instructional texts

  VCEALL664 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALC634

  Locate specific information in fictional and factual texts using guide questions

  Elaborations

  • locating specific information in factual print texts by using organisational features such as headings or topic sentences
  • retelling ideas or events from familiar texts in response to guide questions
  • making connections between ideas stated directly and close together; for example predicting the ending, linking a diagram and label, linking simple cause and effect

  VCEALC634 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Communication

• VCEALC613

  Extract specific information from spoken or visual texts, using guide questions from the teacher

  Elaborations

  • using questions to identify key words in the text or predict the sequence of information

  VCEALC613 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C2 achievement standards - Reading and Viewing

  At Level C2 students read and comprehend a range of short, familiar fictional and factual texts and, when well supported, some unfamiliar texts. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students show some comprehension beyond...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C2 | Reading and Viewing

• VCEALC614

  Interact with peers in routine pair or group work activities

  Elaborations

  • listening to peers and responding appropriately, by acknowledging, clarifying or adding to what they say
  • negotiating meaning by rephrasing, clarifying and asking questions

  VCEALC614 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• VCEALL630

  Use pronunciation and some non-verbal features to support communication

  Elaborations

  • using stress or intonation appropriately in common utterances, for example using rising intonation when asking questions, and stressing key words in short utterances
  • distinguishing different intonation patterns, such as for questions, statements, lists
  • attending to pronunciation and imitating and rehearsing in order to pronounce polysyllabic words

  VCEALL630 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL625

  Use subject–verb–object pronoun pattern correctly

  Elaborations

  • constructing an expanding range of statements, questions and commands with accuracy
  • using pronouns accurately as subjects and objects, such as ‘John saw her. She saw John’

  VCEALL625 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALA617

  Interact effectively with some confidence with a range of interlocutors

  Elaborations

  • interacting in a diverse range of situations, such as when using public transport, purchasing lunch at the canteen, asking questions during excursions
  • formulating relevant responses, using appropriate vocabulary and expression

  VCEALA617 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL671

  Use a range of punctuation marks consistently and correctly

  Elaborations

  • using a range of punctuation consistently and correctly, such as full stops, question marks, commas, apostrophes
  • using commas consistently in lists, to separate clauses or indicate pauses
  • using correct punctuation in direct speech

  VCEALL671 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALC611

  Participate in common school routines

  Elaborations

  • understanding common classroom language, including questions, instructions and basic information
  • following a short set of instructions in sequence, such as ‘Divide your page into two columns. Label the columns A and B. Then number the rows 1 to 20’
  • asking for clarification, for example ‘Do I number the rows like this?’

  VCEALC611 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• VCEALC635

  Read long, complex texts with support from the teacher

  Elaborations

  • reading a new story with occasional prompts and corrections from the teacher
  • identifying key words from questions in headings or topic sentences in order to extract key information from a factual text
  • giving a personal response, such as expressing a point of view

  VCEALC635 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Communication

• VCEALL650

  Understand the function of punctuation marks

  Elaborations

  • identifying a range of punctuation marks in text, for example full stops, commas, question marks, quotation marks, semicolons
  • attending to punctuation marks when reading aloud, for example pausing at appropriate points in the text, adjusting speech to reflect dialogue

  VCEALL650 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features