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• 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

• VCEALC085

  Negotiate familiar social and learning situations using language appropriate to the situation

  Elaborations

  • negotiating in a range of familiar situations, such as explaining a problem to a teacher, negotiating the rules of a game with a friend, participating in a class discussion, describing an object, ordering at the school canteen
  • participating in classroom discussions about familiar topics or new topics that are well supported by visual material and/or scaffolding provided by the teacher
  • negotiating activities with peers in small group tasks, such as suggesting, agreeing, disagreeing, clarifying
  • participating in short, structured social interactions, such as exchanging basic information about family or school
  • initiating and managing interaction through conversational formulas, such as ‘Sorry, you help me?’
  • making simple requests and expressing needs, thoughts and opinions, such as ‘May I go to the toilet?’

  VCEALC085 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALA060

  Recognise the importance of accurate reproduction of letters and words

  Elaborations

  • forming both capital and lower-case letters consistently and legibly
  • showing awareness that spelling is consistent, for example copying words carefully, asking how to spell a word, asking for a word to be written so it can be copied

  VCEALA060 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALC265

  Use key words to understand the main idea in short texts

  Elaborations

  • identifying the main topic of a short paragraph, for example ‘This is about dogs’
  • identifying the main characters and events in a short narrative when given a prompt such as, ‘In this paragraph we can find the name of the main character’

  VCEALC265 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Communication

• VCEALL047

  Identify repetitive words or phrases in known texts

  Elaborations

  • pointing to or counting repeated words in a text, for example ‘How many times can you see the word “me”?’
  • identifying characters or objects that are represented in both images and print text

  VCEALL047 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL100

  Combine known formulas, structures and other vocabulary to communicate

  Elaborations

  • creating original utterances by using new words with known sentence structures, for example ‘Yesterday I went to the swim’
  • using a range of question beginnings, such as ‘Who’, ‘Where’, ‘How’, ‘Why’, ‘Do you …?’, ‘Can I …?’

  VCEALL100 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL665

  Develop writing through the use of compound and complex sentences

  Elaborations

  • writing compound sentences using a range of coordinating conjunctions, for example ‘They reduce training so they can rest their muscles’
  • constructing complex sentences using subordinating conjunctions, for example ‘Because of the flood, their homes were destroyed’

  VCEALL665 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• 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

• 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

• VCEALA092

  Use a repertoire of common classroom formulas

  Elaborations

  • using common classroom formulas, such as ‘Just a minute’, ‘Give me a hand’, ‘Be quiet, please’, ‘Can I have a paintbrush, please?’
  • using common social formulas, such as ‘Excuse me’, ‘Can you please …?’, ‘Yes, thank you’
  • indicating agreement or non-agreement through formulaic speech such as ‘I agree’, ‘I don’t think so’

  VCEALA092 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC322

  Initiate and maintain short, structured social interactions with increasing fluency

  Elaborations

  • developing fluency in interactions with peers and familiar adults around personal and familiar topics such as introducing self
  • using simple conversation openers, turn-taking, leave-taking and social formulas such as ‘Excuse me’, ‘Can you please …?’, ‘Yes, thank you’
  • negotiating meaning through use of gestures, modified speech, simple questions and clarifications

  VCEALC322 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALL338

  Use simple forms of modality

  Elaborations

  • understanding simple modality, such as ‘if’, ‘could’, ‘might’, ‘will’, ‘must’, ‘perhaps’, when listening to others
  • beginning to use modality through verbs (‘It might rain’, ‘You can do it’) and adverbs (‘Perhaps I will go’, ‘This is really tasty’)

  VCEALL338 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL099

  Recognise questions or statements through word order and vocabulary, as well as through intonation

  Elaborations

  • distinguishing between questions and statements based on intonation
  • recognising common forms of statements, for example ‘I am …’, ‘This is …’
  • recognising ‘Who’, ‘When’, ‘Where’, ‘How’ and ‘Why’ question forms
  • recognising a range of different question openers, such as ‘Do you ...?’, ‘Can anybody …?’, ‘Is it …?’

  VCEALL099 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL125

  Understand and use a small range of metalanguage for elements of texts

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • locating and labelling features of a text, such as author, heading, diagram, blurb
  • identifying features of a text in answer to questions, for example ‘Who is the author of this book?’, ‘Where can we find the contents page?’

  VCEALL125 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL131

  Relate most letters of the alphabet to sounds

  Elaborations

  • using the common sound of each letter when reading a new word
  • understanding that a letter can represent more than one sound
  • pronouncing the sound of each letter when sounding out new words
  • recognising beginning, middle or final sounds in words

  VCEALL131 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL712

  Identify thematic groupings of words in a text

  Elaborations

  • grouping or classifying words with the same topic, theme or function, such as ‘gravity’, ‘pull’, ‘force’
  • tracing word chains that refer to a particular idea in a text, for example ‘Junk food contains harmful additives. Salt can cause heart problems, while sugar is linked to diabetes’
  • organising related words to show their relationships, for example in a word cline, on a word map

  VCEALL712 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL255

  Use a small range of basic verb forms accurately

  Elaborations

  • matching simple verb tense to time words, such as ‘Yesterday we went …’, ‘Now we can eat lunch’, ‘Tomorrow we will go …’
  • maintaining consistent tense when describing events in the past, present and future, for example ‘I walked to his house and we played games’
  • using ‘no’ or ‘not’ with verbs, adjectives and nouns to express negative forms, such as ‘Not play’, ‘I no sad’, ‘Me no’

  VCEALL255 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL626

  Use a range of verb forms with increasing accuracy

  Elaborations

  • accurately using auxiliary verbs to express negative forms, such as ‘I don’t like winter’, ‘She hasn’t got a sister’
  • maintaining subject–verb agreement with negative forms, such as ‘She doesn’t like it’, ‘They don’t know’
  • beginning to use modal verbs, for example ‘It might rain’, ‘You can do it’

  VCEALL626 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL046

  Recognise familiar words and phrases

  Elaborations

  • recognising and reading personally significant words, such as own name on charts, book labels and name tags
  • locating and pointing to familiar words or phrases when prompted, for example ‘This book is about frogs. Where can you see the word “frog”?’
  • reading aloud words and phrases from familiar texts
  • recognising common words and phrases from familiar charts, labels, books
  • recognising labels for frequently accessed classroom items, for example ‘books’, ‘recycling’
  • following instructions on simple signs such as ‘Stop’, ‘Line up here’

  VCEALL046 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL393

  Use a number of common conjunctions to link ideas to create compound and complex sentences

  Elaborations

  • constructing compound sentences with an expanding range of coordinating conjunctions (such as ‘and’, ‘but’, ‘so’), for example ‘I caught the train and then walked to the beach but I didn’t go swimming’
  • constructing complex sentences using some common subordinating conjunctions (such as ‘because’, ‘if’, ‘when’), for example ‘When Sam opened the door, her puppy ran to greet her’, ‘He can’t drink milk because he is allergic’

  VCEALL393 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features