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• VCEALC430

  Contribute actively to group activities on shared texts

  Elaborations

  • listening to group discussion, contributing appropriate ideas and encouraging the responses of others
  • negotiating the content and form of group responses to the text
  • creating shared responses to the text, for example joint writing or group role-plays

  VCEALC430 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCEALC184

  Read simple, familiar texts with assistance

  Elaborations

  • reading classroom signs, labels, words from classroom charts
  • reading aloud one sentence at a time from own writing
  • tracking words with a finger while listening to a simple text read aloud

  VCEALC184 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Communication

• VCEALL319

  Use basic punctuation, such as full stops and capital letters, appropriately

  Elaborations

  • consistently using capital letters to begin sentences and names
  • consistently using a full stop to end a sentence
  • correcting capital letters and full stops when reviewing own or others’ writing

  VCEALL319 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL607

  Use common punctuation with some consistency

  Elaborations

  • using commas consistently in lists or to indicate pauses
  • using question marks to indicate questions, with occasional inaccuracy, for example ‘She asked to borrow a pencil?’
  • correcting capital letters and full stops when reviewing own or others’ writing

  VCEALL607 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL597

  Show some organisation of subject matter and attempt the structure of a specified text

  Elaborations

  • structuring simple stories, for example with a beginning, a middle and an end
  • writing information under headings or in a template to follow a basic text structure
  • sorting jumbled sentences into groups or short paragraphs based on related topics

  VCEALL597 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL232

  Use basic descriptive words

  Elaborations

  • writing simple adjectives and adverbs as single words or part of short phrases, for example ‘tall tree’, ‘run fast’
  • using simple adjectives and adverbs to express personal opinions or responses, such as ‘nice’, ‘little bit’

  VCEALL232 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL725

  Use a range of cohesive devices to connect ideas in text

  Elaborations

  • using cohesive devices at the sentence level, for example a range of conjunctions and connectives that show relationships of cause or time
  • using cohesive devices to connect ideas at the word level, such as writing pronouns or synonyms to create chains of ideas

  VCEALL725 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL362

  Understand the relationships between events or ideas in a text

  Elaborations

  • sorting sentences into sets related to the same topic, and writing a heading for each set
  • arranging parts of a sentence that use cohesive devices, such as ‘after that’ and ‘because’
  • understanding the items that pronouns refer to, such as ‘The dogs … They …’

  VCEALL362 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• 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

• 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

• VCEALL074

  Use some common noun–verb and adjective–noun combinations

  Elaborations

  • writing simple adjectives and verbs as single words or part of short phrases, for example ‘tall tree’, ‘He runs’
  • using simple adjectives to express personal opinions or responses, such as ‘nice’, ‘little bit’

  VCEALL074 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL542

  Use basic punctuation

  Elaborations

  • writing capital and lower- case letters and full stops accurately
  • using basic punctuation, such as commas and question marks, accurately most of the time
  • experimenting with more complex punctuation such as exclamation marks, quotation marks

  VCEALL542 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• English | English as an Additional Language (EAL): Rationale and Aims

  Rationale

  The English as an Additional Language (EAL) curriculum is central to the learning and development of all young Australians for whom English is not their home language. Through learning EAL, students build their capacity to communicate confidently and effectively. This learning also...

  Overview material | English as an Additional Language (EAL)

• 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)

• 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)

• VCEALA384

  Employ a range of strategies to understand and learn unknown words

  Elaborations

  • using a bilingual dictionary to find an English equivalent for a word known in home language, or vice versa
  • checking meaning in both home language and English before using a word in speech or writing
  • recording vocabulary in a personal list that includes details such as translation in English and home language, pronunciation and meaning

  VCEALA384 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA225

  Use home language to express ideas

  Elaborations

  • writing in home language script or transliterating the sound of a home language word in Roman letters when the English word is unknown
  • asking language peers to explain the meaning of a home language word when asked by the teacher, for example by pointing, drawing or using known language

  VCEALA225 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA191

  Show awareness that texts convey meaning

  Elaborations

  • understanding that print words contain a consistent message
  • understanding that different texts have different purposes, including picture books, class writing, diaries
  • identifying a familiar book or text that contains a particular message, for example when asked ‘Which book told us about the rainforest?

  VCEALA191 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA720

  Revise text and proofread for accuracy of expression

  Elaborations

  • evaluating own and peers’ writing with reference to model texts and editing checklists
  • using different strategies to read for different purposes when revising, for example reading aloud to check meaning, reading a sentence backwards to check spelling
  • addressing a range of aspects of accuracy, such as grammatical accuracy, spelling, punctuation

  VCEALA720 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• VCEALA594

  Redraft text with support, incorporating corrections and suggestions

  Elaborations

  • following the teacher’s feedback to edit own work, for example correcting spelling, changing word order
  • reading text to the teacher or peers and making changes to the original text in light of the audience’s comments
  • using checklists to review own or peers’ writing

  VCEALA594 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness