Search results

Result list

• VCEALL706

  Compare the structures of different texts

  Elaborations

  • comparing features of everyday or school texts on related topics, such as a report and a review
  • using annotations, tables or Venn diagrams to record and communicate comparisons

  VCEALL706 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALA681

  Adapt speech in common classroom interactions so it is appropriate to the particular context and audience

  Elaborations

  • responding in the appropriate register by matching elements of body language, voice and expression
  • using some appropriate language to give suggestions and opinions and ask for clarification
  • using a small range of colloquial idioms learnt from interactions or texts

  VCEALA681 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Cultural and Plurilingual Awareness

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C3 description

  The Level C3 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English. At this level, students learn to listen, question and respond in English in a broad range of contexts. Students are provided with a variety of listening and speaking...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• VCEALA702

  Understand the relationship between text structures and social purposes of text types studied in class

  Elaborations

  • understanding a range of school texts, such as a practical report, a review, a research project
  • discussing the purpose of individual features of a text, for example headings in a pamphlet or images on a website
  • using modelled metalanguage to name and describe features of texts

  VCEALA702 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALL726

  Use basic knowledge of grammatical features at the sentence level to argue, persuade, describe, classify, explain or instruct

  Elaborations

  • choosing appropriate sentence structure for purpose, for example using imperatives for instructional texts, passive voice for procedural recounts, causal connectives in explanations

  VCEALL726 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C3 achievement standards - Reading and Viewing

  At Level C3 students demonstrate a basic understanding of the main ideas, issues or plot developments in a range of accessible texts from across the curriculum. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students demonstrate...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C3 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C3 achievement standards - Writing

  At Level C3, through guided activities, students write texts based on an extensive range of fictional and factual text types from across the curriculum, showing an awareness of purpose and audience. They consistently use the basic structures of these text types, and demonstrate consistent but...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C3 | Writing

• VCEALL707

  Outline the role of specific features of a text

  Elaborations

  • defining the functions of features in curriculum area texts, such as the contents page, index, annotated diagrams, headings
  • matching labels to functions for different parts of a text

  VCEALL707 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL694

  Use pronunciation and non-verbal features to support communication

  Elaborations

  • demonstrating sufficient control of stress, rhythm and intonation to be understood in most situations
  • adjusting features of speech to support and convey meaning, such as emphasising an emotion or opinion

  VCEALL694 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALC717

  Write personal and imaginative texts showing an awareness of elements such as text structure or storyline and character

  Elaborations

  • following key elements of model texts in the structure and language used, and experimenting with new forms in some places
  • combining personal experience, ideas from other texts, and imaginative detail into creative texts

  VCEALC717 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Communication

• VCEALC716

  Write factual texts showing an awareness of appropriate text structure, purpose and organisation of ideas

  Elaborations

  • writing long, detailed factual texts such as information reports, explanations or essays on a familiar topic
  • structuring texts and expressing ideas according to the conventions of the text, by referring to a model text or template
  • incorporating information from personal experience, classroom activities and shared texts

  VCEALC716 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Communication

• VCEALC673

  Participate in conversations with a small range of speakers

  Elaborations

  • participating in conversations with a range of familiar people such as peers and teachers
  • using appropriate sentence structures and vocabulary to participate in conversations

  VCEALC673 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALL709

  Read texts with a range of sentence types

  Elaborations

  • understanding compound and complex sentences containing multiple clauses
  • understanding sentences containing some sophisticated features, such as noun groups and modality

  VCEALL709 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C3 achievement standards - Speaking and Listening

  At Level C3 students listen, question and respond successfully in a wide range of social and academic contexts. They demonstrate sufficient control of stress, rhythm and intonation to be understood in most contexts. They use appropriate non-verbal language, take account of purpose and audience...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C3 | Speaking and Listening

• VCEALC696

  Interpret and respond to accessible texts from across the curriculum

  Elaborations

  • reading and viewing in-school texts, including a range of factual and fictional text types, in print and digital formats
  • understanding background information associated with the content and text type, including the purpose and structure

  VCEALC696 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALL710

  Identify agent, action and consequence in sentences using passive voice

  Elaborations

  • comparing the structure of sentences in active and passive voice, for example, comparing ‘We completed the experiment’ and ‘The experiment was completed by our group’
  • converting basic active sentences into passive voice

  VCEALL710 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALC676

  Interpret the main idea in texts, with some support

  Elaborations

  • identifying the main idea based on organisational features of a specific text, such as the introduction or the conclusion in an essay
  • identifying key points and learnt topic vocabulary
  • using support to identify the main idea, such as prepared questions or background information

  VCEALC676 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALC697

  Extract information from a range of visual representations, including tables, graphs and diagrams

  Elaborations

  • connecting information in visual representations and print texts
  • using captions, labels and topic knowledge to identify specific features on a diagram or illustration
  • interpreting bar, column and pie charts to compare different results

  VCEALC697 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALL686

  Produce a range of coherent texts appropriate for audience and purpose

  Elaborations

  • understanding and producing text types according to conventions, such as reports, arguments, formal speeches
  • incorporating appropriate organisational features for the text type, for example introduction, arguments for and against, conclusion in a discussion

  VCEALL686 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALA719

  Plan and draft text with support from peers and teacher

  Elaborations

  • drawing on knowledge of text types to identify an appropriate text type to use, for example a report to communicate information, an exposition essay to argue a point
  • drawing on previous learning, notes and templates to plan the structure of the text
  • drafting based on a plan showing text organisation and sequence of ideas

  VCEALA719 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness