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• 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

• 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

• VCEALA621

  Transfer academic and communication skills from home language to English

  Elaborations

  • applying content and language learning strategies from home language, for example accessing information, taking notes, writing vocabulary lists
  • drawing on content and background knowledge from home language, including translating content knowledge or referring to some specific curriculum area vocabulary in home language

  VCEALA621 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL732

  Employ a range of strategies to spell words with increasing accuracy

  Elaborations

  • applying knowledge of spelling conventions and phonic knowledge to new words, for example to distinguish between ‘mat’ and ‘mate’
  • learning an expanding repertoire of sight words from shared texts and classroom activities
  • referring to print and digital charts, dictionaries and texts to check and confirm spelling

  VCEALL732 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL600

  Use single-word subject–verb–object word order in simple sentences and noun–pronoun agreements with few errors

  Elaborations

  • constructing basic sentences using single words for subjects, verbs and objects in the correct order, such as ‘I learn English’, ‘Yesterday we watch video’
  • using noun–pronoun agreement with varied accuracy, for example ‘I like apples’, ‘She like oranges’

  VCEALL600 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL517

  Recognise simple present and past tense verb forms

  Elaborations

  • identifying common regular past tense verbs ending in ‘–ed’
  • learning a small number of common irregular past tense verbs, for example ‘went’, ‘said’, ‘had’
  • matching simple present and past tense verbs to time words such as ‘today’, ‘last week’, ‘always’

  VCEALL517 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features