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• VCEALC591

  Write to communicate personal ideas

  Elaborations

  • writing a small range of texts to communicate personal experiences and ideas, for example a personal recount or story
  • following the structure of model texts, such as the use of a greeting, sequence of events, reflection in an online journal

  VCEALC591 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Communication

• VCEALL598

  Attempt paragraphs and topic sentences

  Elaborations

  • grouping related information and sentences together to create a basic paragraph, though ideas may not be sequenced clearly within the paragraph
  • writing a topic sentence making a statement about a key idea, for example ‘Cars are bad for the environment’

  VCEALL598 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL642

  Identify different forms of texts

  Elaborations

  • understanding the basic structure of a range of texts used at school, such as narrative, information report, essay, poetry
  • identifying features of layout and content organisation in a text, such as title and chapter headings
  • labelling features of a text or sequencing parts

  VCEALL642 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL467

  Organise texts in simple, logically ordered paragraphs with topic sentences

  Elaborations

  • grouping sentences on the same topic into paragraphs
  • sequencing sentences logically within the paragraph to develop a simple elaboration or argument
  • writing topic sentences that indicate the topic using key words

  VCEALL467 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL749

  Produce extended speech, using connectives and signal words

  Elaborations

  • extending and elaborating in spoken texts by giving detail such as cause, contrast, evidence
  • using a range of connectives to indicate relationships (such as time, sequence, result, contrast and addition), for example ‘unless’, ‘in that case’, ‘however’, ‘this shows …’

  VCEALL749 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL770

  Recognise and follow complex text connections used to link ideas across sentences and paragraphs

  Elaborations

  • identifying connectives used to link ideas across a text, such as ‘nevertheless’, ‘although’
  • adding a range of conjunctions and connectives to a text to improve cohesion
  • sequencing parts of sentences into a longer cohesive text, using text connectives appropriately

  VCEALL770 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL622

  Use a small variety of text types for curriculum areas

  Elaborations

  • understanding and using structural features of some texts used in different curriculum areas, such as procedures, reports, formal speeches
  • following a logical structure when producing spoken texts, for example with an introduction, sequenced information, conclusion

  VCEALL622 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL599

  Use simple cohesive devices to structure writing

  Elaborations

  • using common time and sequence markers to link and sequence ideas, such as ‘Yesterday we …’, ‘First we ... Then ... And then …’
  • using a small range of coordinating conjunctions (such as ‘and’, ‘but’), for example ‘I caught a bus and then I walked’
  • using some common subordinating conjunctions, such as ‘as’, ‘when’, ‘until’
  • using pronouns to maintain cohesion and avoid repetition, such as ‘Mary came to school early. She felt very tired’

  VCEALL599 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | 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

• VCEALA461

  Follow a simple planning, drafting and revision process when writing

  Elaborations

  • planning the content and structure of a text based on model texts or templates
  • drafting writing based on a plan, with reference to learnt text structures, grammar and vocabulary
  • revising to improve sequence of ideas, sophistication and accuracy of grammar and vocabulary, based on teacher and peer feedback

  VCEALA461 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALA381

  Plan, with support, the format of a text according to its communicative purpose

  Elaborations

  • drawing on knowledge of text types to identify an appropriate text type to use, for example a recipe to describe how to cook
  • drawing on previous learning, notes and templates to plan the structure of the text
  • talking with teacher or peers to explain and justify the sequencing of ideas in writing

  VCEALA381 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA352

  Identify the purpose and structure of a small range of texts

  Elaborations

  • sorting and sequencing two jumbled texts mixed together, for example a story about the big bad wolf and an information report about wolves
  • making simple comparisons between text types, for example comparing the visual layout of an information report and a news story

  VCEALA352 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA657

  Reflect on own writing through class discussion

  Elaborations

  • discussing strengths and limitations of own texts with peers in structured activities, for example assessing a text against a checklist, comparing paragraphs written by different authors
  • understanding and responding to feedback about the text structure, sequencing of ideas, expression, and vocabulary choices in own writing

  VCEALA657 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Cultural and Plurilingual Awareness

• VCEALC570

  Read with understanding a range of simple texts based on predictable language structures and vocabulary

  Elaborations

  • reading a small range of familiar text types, such as simple recounts, narratives, procedures
  • applying subject knowledge and understanding of common or learnt vocabulary to understand the main meaning of a short text
  • sequencing information, summarising key points or representing information in a visual form

  VCEALC570 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALC031

  Understand aspects of simple, familiar texts

  Elaborations

  • recognising illustrations or character names when rereading a familiar story
  • understanding repeated conventional features of familiar text types, such as titles, ‘Once upon a time’
  • identifying characters, settings or key events in a narrative
  • showing comprehension through appropriate activities, such as sequencing pictures, dramatising a story, painting or drawing characters

  VCEALC031 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Communication

• VCEALC056

  Write simple sentences related to own experience or school context

  Elaborations

  • writing familiar words and strings of letters that approximate the pronunciation of words
  • completing sentences giving personal information, for example ‘My name is …’, ‘I have … people in my family’
  • recounting personal experiences in sequence using basic detail

  VCEALC056 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Communication

• VCEALC425

  Understand main ideas in a text and extract specific details

  Elaborations

  • skimming and scanning a text to identify the topic and extract specific details
  • finding answers to simple questions, such as ‘Where did …?’, ‘Who was the …?’
  • retelling a story through speech or writing, including giving characters and settings, and key events in the correct sequence

  VCEALC425 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• 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

• VCEALC325

  Use a repertoire of common classroom and schoolyard language

  Elaborations

  • understanding simple questions on familiar topics or themes and responding appropriately
  • following a short sequence of classroom task-related instructions with clear steps and modelling of the task
  • adapting common classroom and schoolyard language to a small range of relevant situations, such as ‘Wait a minute’, ‘Be quiet, please’, ‘My turn’

  VCEALC325 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC455

  Write a range of texts covering topics across the curriculum areas, incorporating information from different sources

  Elaborations

  • writing a small range of texts used in different curriculum areas (such as historical recount, information report, procedure, explanation), with reference to templates and models
  • incorporating information from personal experience, classroom activities and shared texts
  • contributing to shared writing of a recount or report on an online platform, giving reasons for placing events in a particular sequence

  VCEALC455 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Communication