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• VCEALL691

  Use longer descriptive phrase

  Elaborations

  • using possessive pronouns, for example ‘Their habitats’, ‘Its colours’
  • including some simple quantifiers, such as ‘some’, ‘a few’, ‘many’, ‘any’; for example ‘Their few small habitats’
  • using an expanding range of adjectives as describers and qualifiers, for example ‘The bird’s unusual colours’
  • using adverbs and levels of possibility as modifiers to add detail to verbs, for example ‘He trains diligently’, ‘She will definitely succeed’

  VCEALL691 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL205

  Use some high-frequency adjective–noun and verb–adverb combinations

  Elaborations

  • describing illustrations using short noun phrases and verb phrases, such as ‘big ball’, ‘run fast’

  VCEALL205 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL371

  Self-correct pronunciation

  Elaborations

  • applying knowledge of less common sounds and words with similar letter patterns to alter pronunciation
  • seeking assistance from speech partners to re-pronounce words

  VCEALL371 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL338

  Use simple forms of modality

  Elaborations

  • understanding simple modality, such as ‘if’, ‘could’, ‘might’, ‘will’, ‘must’, ‘perhaps’, when listening to others
  • beginning to use modality through verbs (‘It might rain’, ‘You can do it’) and adverbs (‘Perhaps I will go’, ‘This is really tasty’)

  VCEALL338 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL672

  Develop a small range of skills to create and navigate simple digital texts

  Elaborations

  • typing short original texts using letters, common punctuation and symbols
  • editing texts in simple ways, including deleting or inserting words
  • using functions such as zoom or search to read text on a screen
  • following step-by-step instructions to navigate a digital text using menu items or links

  VCEALL672 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL076

  Write some high-frequency words related to personal experience and school context

  Elaborations

  • writing some high-frequency words accurately from memory, including own name and short words used regularly such as ‘it’, ‘my’, ‘we’
  • referring to classroom charts and personal vocabulary lists to check and confirm the spelling of high-frequency words
  • recording high-frequency words in a personal vocabulary list

  VCEALL076 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL470

  Maintain appropriate tense throughout a text

  Elaborations

  • maintaining reasonable consistency of present and past tenses across multiple paragraphs
  • expressing a range of negatives accurately, such as ‘I have never eaten …’, ‘He does not like to …’

  VCEALL470 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL228

  Write very short, simple texts

  Elaborations

  • write a small number of related phrases or sentences together, for example, when describing a picture, ‘Mum and Dad’, ‘in our house’

  VCEALL228 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL785

  Write a range of extended texts using the structures appropriate to the text types

  Elaborations

  • constructing a range of clearly structured and cohesive texts from different curriculum areas, such as report, argument, discussion, review
  • using model texts and templates to inform the structure of print texts, making some adaptations to suit the particular purpose, audience and content of the text

  VCEALL785 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL539

  Write some common words that are already known orally

  Elaborations

  • using new vocabulary, incorporating familiar oral language, personally significant words and common terms
  • retrieving vocabulary from classroom charts, familiar texts and personal word lists

  VCEALL539 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | 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

• VCEALL773

  Read and understand complex descriptive language

  Elaborations

  • understanding extended noun groups that use adverbs, prepositional phrases and relative clauses, for example ‘the many ways in which groups of monkeys communicate through sound’

  VCEALL773 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL157

  Write legibly

  Elaborations

  • using capital and lower-case letters appropriately
  • writing from left to right and top to bottom
  • writing legibly and consistently by hand, using a range of implements such as pens and pencils
  • using ruled lines to guide writing on the page

  VCEALL157 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL053

  Follow text with finger while reading

  Elaborations

  • tracking with finger and following as the teacher or a peer reads
  • turning pages, following the teacher or peers

  VCEALL053 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL360

  Identify informative, imaginative and persuasive texts when reading texts or listening to texts read aloud

  Elaborations

  • identifying, sequencing and labelling structural elements of the text such as sections, headings or images
  • identifying characteristics of the language of the text, such as use of personal or technical language, or features of intonation and emphasis

  VCEALL360 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL178

  Attempt basic self-correction

  Elaborations

  • attempting to self-correct pronunciation when the listener does not understand the word being spoken
  • repeating correct pronunciation following modelling by the listener

  VCEALL178 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL417

  Use longer descriptive phrases

  Elaborations

  • forming noun groups that incorporate a range of elements, such as ‘frightening old haunted house’, ‘very long, hot week’
  • using qualifiers in comparisons, for example ‘She is a lot taller than her friend’, ‘It is not quite as hot as yesterday’
  • forming negative comparisons accurately, for example ‘less healthy’, ‘not as expensive as’
  • using a range of adverbial phrases to give detail about place (‘under a shady tree’), time (‘for a long time’), accompaniment (‘with her best friend’) and manner (‘in a graceful way’)

  VCEALL417 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL581

  Recognise and follow common imperatives

  Elaborations

  • recognising and following classroom instructions containing familiar imperatives, for example ‘read’, ‘answer’, ‘find out’, ‘complete’
  • following simple sets of instructions, for example ‘Read page one. Answer the set question’

  VCEALL581 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | 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

• VCEALL206

  Recognise some common words or phrases

  Elaborations

  • recognising and reading personally significant words, such as own name on charts, book labels, name tags
  • recognising common words and phrases from familiar charts, labels and books

  VCEALL206 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features