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• VCEALL415

  Respond appropriately to structures through word order and vocabulary rather than through intonation

  Elaborations

  • understanding vocabulary and word order for structures, such as questions, statements and negation
  • using question words rather than intonation to indicate a question; for example ‘Do you …?’, ‘What is …?’, ‘Can anybody …?’

  VCEALL415 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL207

  Build a vocabulary that draws on words of interest, learnt words and sight words

  Elaborations

  • identifying characters or objects that are represented in both illustrations and written text
  • labelling simple diagrams or pictures using familiar words
  • locating sight words in a familiar text
  • recording words of interest in a simple personal vocabulary book

  VCEALL207 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL399

  Experiment with complex punctuation

  Elaborations

  • using commas to separate items in a list or to indicate pauses in a sentence
  • using question marks to indicate questions, with occasional inaccuracy, for example ‘She asked to borrow a pencil?’
  • using exclamation marks to emphasise an idea

  VCEALL399 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL753

  Use a range of extended descriptive phrases

  Elaborations

  • building noun groups using a range of adverbs, prepositional phrases and relative clauses, for example ‘the unusual colours of the bird’s tail feathers that help it camouflage in the grass’
  • choosing appropriate vocabulary to construct noun groups for imaginative or informative texts, for example ‘a flock of colourful parrots’, ‘less than 10% of native seed-eating birds’

  VCEALL753 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• 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

• VCEALL533

  Draw on conventions for organising information

  Elaborations

  • organising related ideas together, for example grouping information within a sentence, listing relevant information under given headings
  • following organisational conventions when writing, for example putting the date at the top of the page, starting a new page for a new lesson

  VCEALL533 | Curriculum content | English as an Additional Language (EAL) | Level CL | 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

• VCEALL260

  Use learnt words in speech

  Elaborations

  • retaining learnt words by using them in speech with the teacher, peers or family members

  VCEALL260 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL578

  Locate directly stated information in a text or illustration

  Elaborations

  • using organisational features, such as layout, illustrations and headings, to find information in texts
  • understanding key words in questions or instructions and matching these to illustrations
  • following simple instructions to find information in a digital text by following links and headings

  VCEALL578 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL541

  Spell familiar, simple words correctly, using knowledge of letter–sound relationships

  Elaborations

  • spelling some high-frequency words accurately from memory, including own name and short words used regularly, such as ‘it’, ‘my’, ‘we’
  • representing new and unfamiliar words by their initial letters
  • referring to classroom charts and personal vocabulary list to check and confirm spelling

  VCEALL541 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL755

  Use words with multiple meanings across curriculum areas

  Elaborations

  • using a range of vocabulary learnt from different curriculum areas in spoken texts, such as discussions, presentations
  • using different specialist and everyday meanings of words, such as using ‘state’ in reference to a territory, a state of matter and a state of affairs

  VCEALL755 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL768

  Examine the role of the structures and features of mainstream texts in different curriculum areas

  Elaborations

  • comparing and contrasting structure and language features of texts from different curriculum areas, such as comparing reports from Science and History, or essays from English and Art
  • examining structures and features of texts in curriculum areas through guided activities, such as labelling, sequencing, transforming texts

  VCEALL768 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL154

  Use a small range of basic verb forms accurately

  Elaborations

  • using common simple past tense forms with the suffix ‘–ed’ consistently, though overgeneralising rules for some less common irregular past tense verbs, such as ‘catched’, ‘freezed’, ‘waked’
  • using common irregular past tense verbs, such as ‘went’, ‘said’, ‘had’
  • using a range of simple tenses with varying accuracy, such as ‘Yesterday teacher talking about cooking’, ‘I go to beach Saturday’
  • maintaining simple past tense consistently across a short text such as a recount
  • using more complex tenses inconsistently, for example ‘I have never eat it before’, ‘We caught the train then walk to the park’
  • using some common imperatives appropriately, such as ‘Draw …’, ‘Stop’, ‘Mix the …’, ‘Cook the ...’
  • expressing simple negative constructions accurately, for example ‘I do not like …’

  VCEALL154 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL233

  Use basic conjunctions to connect ideas

  Elaborations

  • constructing basic compound sentences using common coordinating conjunctions (such as ‘and’ and ‘but’), for example ‘I went beach and go swimming’, ‘Want to play outside but it rain’

  VCEALL233 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL150

  Make a simple plan before writing

  Elaborations

  • writing simple headings to structure a text before writing
  • following model texts or templates to arrange learnt text types
  • separating ideas in texts by leaving a line or writing a heading
  • locating images close to relevant written information
  • using basic tools in a software application to format a digital text, for example formatting headings in a larger font, placing images near relevant text

  VCEALL150 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL308

  Attempt to write paragraphs and topic sentences

  Elaborations

  • grouping sentences about the same topic into simple paragraphs
  • using key words to write a simple topic sentence at the beginning of most paragraphs

  VCEALL308 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• 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

• VCEALL283

  Read sentences that use basic subject, verb and object patterns, where content and vocabulary are familiar

  Elaborations

  • ordering jumbled sentences to create grammatical and logical sentences
  • answering simple questions about sentences, for example Teacher: ‘What did the dog eat?’, Student: ‘The dog ate the bone’

  VCEALL283 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL369

  Understand simple punctuation when reading

  Elaborations

  • using sentence punctuation to identify the nature of sentences, for example whether a sentence is a statement or question
  • using punctuation to identify parts of the sentence, for example pausing appropriately at full stops and commas

  VCEALL369 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL537

  Use basic conjunctions to connect ideas

  Elaborations

  • constructing basic compound sentences using common coordinating conjunctions, for example ‘Add the water and mix it together’, ‘She is tall but he is short’

  VCEALL537 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features