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• VCEALL388

  Write simple paragraphs with a logical sequence of sentences

  Elaborations

  • grouping sentences about the same topic into a paragraph
  • organising sentences using a simple sequence, for example chronological order of events or strong to weak arguments
  • using key words to write a simple topic sentence that states the main idea of the paragraph

  VCEALL388 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL317

  Use simple layouts to present texts logically

  Elaborations

  • following model texts or templates to lay out learnt text types
  • separating ideas in texts by leaving a line or writing a heading
  • using basic tools in a software application to format a digital text, for example making headings a larger font and placing images near relevant text

  VCEALL317 | Curriculum content | English as an Additional Language (EAL) | Level B1 | 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

• VCEALL649

  Use syntactic, logical and cultural cues to work out the meaning of unknown words in a text

  Elaborations

  • using other information in the text, such as syntactical patterns (for example the arrangement of words in sentences ‘The boy jumped happily’ and ‘The boy happily jumped’), consistent use of words and cultural cues to deduce meanings
  • drawing on home language knowledge of culture to deduce meanings of words or phrases

  VCEALL649 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Reading and Viewing

  At Level B2 students read familiar and unfamiliar texts containing predictable structures and familiar vocabulary. These texts may be print or digital, including visual, multimodal and interactive.

  Students follow simple written instructions and questions. They identify the basic purposes...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Reading and Viewing

• VCEALL748

  Sustain complex ideas and information in coherent spoken texts, taking account of audience and purpose

  Elaborations

  • understanding and applying organisational features of a range of spoken texts, such as reports, persuasive texts, multimodal presentations
  • presenting a logical sequence of information in prepared and impromptu spoken texts

  VCEALL748 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C1 achievement standards - Reading and Viewing

  At Level C1 students read and comprehend a range of short, simple, familiar factual or fictional texts developed by the teacher. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students understand a range of basic print instructions...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C1 | Reading and Viewing

• VCEALA458

  Present work appropriately for purpose and audience

  Elaborations

  • selecting, with guidance, an appropriate text type for the purpose and audience
  • following a clear organisational structure for the text, with ideas communicated and connected in a logical sequence
  • using appropriate vocabulary and expression to communicate the topic to the intended audience

  VCEALA458 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALC654

  Write information texts for general school use, based on modelled language

  Elaborations

  • writing simple information texts (such as reports, essays, explanations) based on models, for example writing a short explanation of the water cycle
  • organising information into simple, logically-ordered paragraphs

  VCEALC654 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Communication

• VCEALL786

  Write a range of cohesive texts with accuracy

  Elaborations

  • connecting ideas at the whole-text level using organisational features, such as detailed introductions containing a preview of key ideas, conclusions containing a clear summary
  • writing cohesive paragraphs with logical connections between ideas in each sentence

  VCEALL786 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | 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

• VCEALL283

  Read sentences that use basic subject, verb and object patterns, where content and vocabulary are familiar

  Elaborations

  • ordering jumbled sentences to create grammatical and logical sentences
  • answering simple questions about sentences, for example Teacher: ‘What did the dog eat?’, Student: ‘The dog ate the bone’

  VCEALL283 | Curriculum content | English as an Additional Language (EAL) | Level B1 | 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

• VCEALC742

  Prepare and deliver an extended talk that reflects a clear progression of ideas relevant to the audience and purpose

  Elaborations

  • using organisational features of texts to structure and connect complex ideas logically, such as topic sentences or preview and review
  • developing an appropriate style of speech for the purpose, whether to inform, persuade or entertain
  • planning and rehearsing in order to enhance structure, content, language and presentation style

  VCEALC742 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• VCEALL724

  Write cohesive texts for a range of purposes

  Elaborations

  • connecting ideas and information at the whole-text level, for example writing topic sentences to focus paragraphs, and to connect paragraphs to the introduction and conclusion
  • ordering ideas in a paragraph so that they follow a logical sequence, for example chronological order, most common to least common examples

  VCEALL724 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL661

  Organise information and write according to the structure of a specified text

  Elaborations

  • structuring simple texts in a logical form, with some independence, such as a personal text with a beginning, middle and end
  • structuring more complex texts appropriately by working from a model or template
  • using simple paragraphs and topic sentences to organise ideas in writing, for example starting a new paragraph for a change of topic

  VCEALL661 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALC715

  Write an argument or discussion

  Elaborations

  • writing a small range of texts that present a point of view, such as an argument or discussion
  • referring to model texts or templates to structure texts logically and construct a cohesive argument, for example providing supporting arguments, linkage between ideas
  • expressing a point of view using subjective language (such as ‘I think’) and some objective language (such as ‘It has been shown’)

  VCEALC715 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Communication

• VCEALL441

  Understand the cohesion of ideas between and within paragraphs

  Elaborations

  • locating the topic sentence at the beginning of each paragraph, and finding the key words to identify the main idea
  • reordering sentences in a paragraph to follow a logical order of ideas and language
  • sequencing sentences using conjunctions of time (for example ‘then’, ‘next’, ‘first’, ‘after’) to make a cohesive paragraph
  • understanding items referred to by pronouns, and tracing these references through a text

  VCEALL441 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL476

  Format texts appropriately for the purpose

  Elaborations

  • following a logical or conventional text structure, for example including a headline, byline, photograph and caption in a news story
  • adapting the basic structure of a text type to a range of media, for example formatting an information report as a document, poster or simple website
  • using a range of tools in a software application to format and lay out a digital text, for example using text boxes, font styles and image formatting

  VCEALL476 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features