Search results

Result list

• English | English as an Additional Language (EAL): Scope and Sequence

  The English as an Additional Language (EAL) curriculum sets out what students are expected to learn and is designed as a continuum of learning structured as three pathways. The pathways are presented in scope and sequence charts to support teachers to easily see the progression and assist in planning...

  Overview material | English as an Additional Language (EAL)

• VCEALL420

  Respond to a sequence of instructions

  Elaborations

  • identifying key words used in the instructions, for example names of classroom items, software functions or action verbs, such as ‘workbook’, ‘paste’, ‘rule’
  • understanding a small number of instructions and following them in sequence, such as ‘Open your book to a new page. Rule up the page and write the date. Then copy the heading from the board’
  • asking for clarification, for example ‘Do I rule it up like this?’

  VCEALL420 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL414

  Use appropriate sequence markers

  Elaborations

  • understanding sequence markers in spoken texts and using these to order written text or pictures
  • structuring own spoken texts, such as recounts, procedures or explanations, using a range of sequence markers, such as ‘first’, ‘finally’, ‘until’, ‘when’

  VCEALL414 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL723

  Plan and sequence information for a specified text

  Elaborations

  • writing a range of texts from different curriculum areas, such as a report, review, argument
  • using a model text or template to plan the sections of a text using headings
  • grouping related information in a coherent sequence, for example a main idea followed by elaboration, or a key argument with reasons

  VCEALL723 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL229

  Sequence a small number of ideas simply

  Elaborations

  • writing or dictating simple statements in time sequence, for example ‘Get my bag’, ‘Eat lunch’
  • writing numbers to show the sequence of pictures or simple sentences

  VCEALL229 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL494

  Use basic time and sequence markers

  Elaborations

  • understanding simple time markers, such as ‘yesterday’, ‘later’, ‘now’
  • following instructions that include sequence markers, such as ‘first’, ‘next’, ‘last’

  VCEALL494 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL203

  Sequence words to make simple sentences

  Elaborations

  • putting a jumbled sentence from a familiar text into the correct order

  VCEALL203 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL201

  Understand the sequence of events in a familiar text

  Elaborations

  • sequencing a short series of pictures or simple sentences to retell a familiar story

  VCEALL201 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL334

  Use specific time and sequence markers in speech

  Elaborations

  • using time markers to indicate specific moments in the past, present and future, such as ‘yesterday’, ‘last week’, ‘on the weekend’
  • following instructions that include sequence markers such as ‘first’, ‘then’, ‘after that’, ‘finally’

  VCEALL334 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• 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

• VCEALL309

  Sequence ideas simply, using short sentences or statements

  Elaborations

  • writing a series of short statements in time sequence, for example ‘I eat breakfast’, ‘I go to school’, ‘I read a book’
  • grouping together short sentences about the same topic, for example ‘Frogs are green’, ‘Frogs have big eyes’, ‘They eat insects’
  • using simple pronoun references to avoid repeating the subject in consecutive sentences, for example ‘Emma came to school early. She felt very tired’ and ‘Yesterday the class went … We went …’

  VCEALL309 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL340

  Respond to a short sequence of instructions in a familiar context

  Elaborations

  • understanding and using common classroom action verbs, such as ‘sit’, ‘collect’, ‘open’, ‘stop’
  • understanding and using simple sequence markers, such as ‘first’, ‘next’, ‘and then’
  • asking for clarification, for example ‘What next?’, ‘Is this right?’

  VCEALL340 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL516

  Sequence words to make simple, familiar sentences

  Elaborations

  • putting a jumbled sentence from a familiar text into the correct order
  • choosing the correct word to complete a simple cloze or sentence stem

  VCEALL516 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL558

  Sequence events chronologically using time markers

  Elaborations

  • using a small range of time markers to indicate specific moments in the past, present and future, such as ‘yesterday’, ‘last week’, ‘on the weekend’

  VCEALL558 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALC088

  Follow a short sequence of instructions related to classroom procedures or learning activities

  Elaborations

  • following a range of classroom instructions, for example book borrowing procedures, rules for using computers
  • ordering information from a short spoken text using visual images
  • identifying key words and phrases that refer to known objects in the classroom or locations in the school
  • understanding common classroom action verbs such as ‘sit’, ‘collect’, ‘open’, ‘stop’
  • using contextual information to clarify or confirm instructions, for example the teacher’s gestures, the actions of peers

  VCEALC088 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALL281

  Understand the sequence of key words, phrases or ideas in a familiar text

  Elaborations

  • creating a simple storyboard to show the sequence of ideas from a text
  • filling in missing items from a sequence of key words, phrases or sections from a text

  VCEALL281 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL623

  Use simple time and sequence markers to connect ideas in speech

  Elaborations

  • using a range of time markers in speech, such as ‘yesterday’, ‘this morning’, ‘in the future’
  • using a range of sequence markers, such as ‘first’, ‘then’, ‘after that’, ‘finally’

  VCEALL623 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL389

  Use simple time sequence markers and pronoun references to connect ideas in a text

  Elaborations

  • using simple time sequence markers, such as ‘first’, ‘next’, ‘at last’
  • using a range of pronoun references to connect ideas in text, including ‘he’, ‘she’, ‘it’, ‘we’, ‘they’, ‘his’, ‘her’, ‘their’, but with some errors of agreement

  VCEALL389 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL098

  Use common time and sequence markers to link ideas in speech

  Elaborations

  • following instructions that include sequence markers, such as ‘first’, ‘next’, ‘and then’, ‘after that’
  • understanding and using simple time markers such as ‘yesterday’, ‘later’, ‘now’

  VCEALL098 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B3 achievement standards - Writing

  At Level B3 students communicate for a range of purposes on a variety of familiar topics, using a basic repertoire of text types. They write sequenced and ordered factual texts, and narrative texts that maintain a cohesive storyline and characterisation. They demonstrate an awareness of how effective...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B3 | Writing