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• 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

• VCEALA576

  Refer to a simple bilingual dictionary or request help from peers or school staff who speak the same home language to find the meaning of unfamiliar words

  Elaborations

  • referring to a dictionary to check spelling or meaning of English words
  • drawing on a range of shared languages to negotiate meaning and clarify information
  • recording spelling, meaning and translations of new words in a vocabulary list

  VCEALA576 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Cultural and Plurilingual Awareness

• English | English as an Additional Language (EAL): Structure

  The English as an Additional Language (EAL) curriculum is organised by pathways, language modes and strands.

  Pathways

  The EAL curriculum is a continuum structured as three EAL pathways (A, B, C). Each pathway describes a different stage of English-language learning (early, mid and late), and...

  Overview material | English as an Additional Language (EAL)

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

  At Level C4 students demonstrate greater autonomy and control over their use of English, combining their expanding vocabulary with the appropriate use of a wide range of complex grammatical features including modal verbs, passive voice and tenses. They demonstrate understanding of the ways that...

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

• 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

• English | English as an Additional Language (EAL): Learning in English as an Additional Language

  The language modes and strands of the English as an Additional Language (EAL) curriculum are interrelated, and learning in one often supports and extends learning in the others. Each content description contains specific and discrete information identifying what teachers are expected to teach...

  Overview material | English as an Additional Language (EAL)

• 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

• VCEALL282

  Use some of the terminology of reading

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • identifying features of a text in answer to questions such as ‘Who is the author of this book?’

  VCEALL282 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL473

  Use some antonyms and synonyms

  Elaborations

  • using a range of synonyms to avoid repetition
  • accessing resources such as word lists or a print or online thesaurus to help identify antonyms and synonyms

  VCEALL473 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALA170

  Use appropriate gestures and intonation for social interaction

  Elaborations

  • using appropriate non-verbal communication to support meaning, such as eye contact, nodding, gesturing
  • modifying voice features, such as volume, pace, intonation and emphasis, to suit different audiences and situations

  VCEALA170 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA094

  Transfer knowledge of spoken discourse patterns from home language to English, with some issues of cultural appropriateness

  Elaborations

  • using home language discourse patterns, for example calling the teacher ‘Teacher’ rather than using their name or title
  • using home language social practices in interactions, such as avoiding eye contact or not voicing opinion

  VCEALA094 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• 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

• VCEALC295

  Use additional information to support simple narrative or recount sentences

  Elaborations

  • drawing illustrations or diagrams to accompany sentences in a narrative or recount
  • using online storyboarding software to create a simple story map to show the events and characters in a narrative

  VCEALC295 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Communication

• VCEALC699

  Read with understanding texts on familiar topics, with some visual support

  Elaborations

  • reading a range of common factual texts, such as online posts that include images or diagrams
  • viewing multimodal texts, such as news reports, that combine audio, subtitles and video

  VCEALC699 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALC483

  Comprehend some familiar questions with support from the speaker

  Elaborations

  • comprehending questions on familiar topics, such as self and family
  • understanding common question words, such as ‘who’, ‘what’, ‘when’
  • relying on some accommodations, such as slow and deliberate speech, simple phrasing, repetition and paraphrasing

  VCEALC483 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• 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

• VCEALL580

  Demonstrate awareness of basic sentence and question patterns

  Elaborations

  • ordering words and phrases to create grammatical and logical sentences and questions
  • pointing out the subject, verb and object in sentences such as ‘She bought some fruit’
  • identifying question words such as ‘who’, ‘what’, ‘why’

  VCEALL580 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALA743

  Shift between using formal and informal registers in response to purpose and context

  Elaborations

  • responding in the appropriate register by matching elements of body language, voice, expression, and use of personal or impersonal language
  • using knowledge of topic vocabulary and a range of sentence structures to formulate appropriate responses
  • using idiomatic and colloquial language appropriately and spontaneously

  VCEALA743 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Cultural and Plurilingual Awareness

• 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

• VCEALA660

  Attempt to communicate more complex ideas by drawing on a bilingual dictionary or other home language resources

  Elaborations

  • consulting a bilingual dictionary or home language peers to search for words that communicate nuanced meaning
  • using online translation tools to generate approximate translations, and then improving these based on learnt grammatical patterns

  VCEALA660 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Cultural and Plurilingual Awareness