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• VCEALA780

  Understand how writing contexts, audience and purpose influence function and form

  Elaborations

  • choosing from a repertoire of text types to communicate a message clearly, for example writing an analytical essay or creating a short slideshow to explain an issue to the class
  • identifying the context, purpose and audience for a text when planning and drafting
  • choosing and sustaining appropriate language for the audience and purpose, for example using a formal register for an intended academic audience

  VCEALA780 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Cultural and Plurilingual Awareness

• VCEALL791

  Use relative clauses and adjectival expressions for descriptive purposes

  Elaborations

  • writing relative clauses to add description, for example ‘The group, which consisted of four men and four women …’
  • writing complex adjectival phrases to describe concrete and abstract nouns in sentences, for example ‘The most reliable and efficient product on the market …’, ‘The convincing scientific evidence supporting this theory …’

  VCEALL791 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL793

  Use an expanded vocabulary appropriate for the curriculum area

  Elaborations

  • incorporating sophisticated vocabulary appropriate for the curriculum area, such as subject-specific terms, antonyms, synonyms, abstract nouns
  • distinguishing between different meanings for words in different contexts, for example ‘psychological complex’, ‘complex issue’, ‘complex sentence’ and ‘residential complex’ convincing scientific evidence supporting this theory …’

  VCEALL793 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C4 achievement standards - Reading and Viewing

  At Level C4 students compare and make judgments about different texts (such as texts on the same topic by different authors) and read a wide range of accessible and culturally appropriate texts from across the curriculum with a high degree of independence. These texts may be print or digital texts...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C4 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C4 achievement standards - Writing

  At Level C4 students write, with appropriate support, the full range of extended fictional and factual text types undertaken across the curriculum. With support they vary their writing to be consistent with the text type, the context and the needs of the reader, presenting similar content in different...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C4 | Writing

• VCEALC758

  Read independently a wide range of accessible texts

  Elaborations

  • reading independently, applying a range of approaches such as predicting, skimming, scanning, reading for pleasure
  • locating information on a research topic using library resources and online materials, including appropriate search engines

  VCEALC758 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Communication

• 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

• VCEALL790

  Demonstrate control of a wide range of verb forms

  Elaborations

  • controlling a wide range of tenses
  • attempting complex verb groups incorporating multiple elements such as time and negatives, for example ‘I guess you are not planning to go’
  • using modal verbs, including with complex tenses, such as ‘They should not have to go’, ‘This needs to be considered’

  VCEALL790 | Curriculum content | English as an Additional Language (EAL) | Level C4 | 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

• VCEALA766

  Discuss specific characteristics and features of texts in relation to another known language

  Elaborations

  • comparing and contrasting features of texts in English and another known language, for example text structure, use of evidence, levels of formality, vocabulary choices
  • comparing or contrasting views represented in texts with different cultural values, including personal experiences
  • using metalanguage to name and describe features of texts

  VCEALA766 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Cultural and Plurilingual Awareness