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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

• VCEALL254

  Use a range of learnt word patterns for appropriate purposes

  Elaborations

  • using formulas for a range of purposes, including asking questions, supporting social interaction or self-expression, such as ‘What’s the time?’, ‘Oh, no!’, ‘Excellent work’, ‘Well done’
  • using longer formulaic constructions to articulate needs, such as ‘Can I eat lunch?’, ‘I want to go toilet’

  VCEALL254 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL538

  Use simple verbs

  Elaborations

  • using a small range of common verbs, for example ‘go’, ‘write’, ‘like’
  • forming simple past tense verbs some of the time by adding ‘–ed’, making some errors with irregular verbs (such as ‘goed’, ‘writed’

  VCEALL538 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL586

  Understand simple punctuation when reading

  Elaborations

  • using punctuation to identify the nature of sentences, for example identifying statements by full stops and questions by question marks
  • using punctuation to identify parts of a sentence, for example pausing appropriately at full stops and commas

  VCEALL586 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL795

  Use a wide range of punctuation marks to add impact to writing

  Elaborations

  • producing texts in a range of digital formats, such as text documents, slides, infographics, simple websites, videos
  • using advanced writing and formatting functions in software applications, such as spellchecker, font styles, paragraph formatting
  • using software application functions to add, format and edit images and tables, with guidance

  VCEALL795 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL628

  Use familiar vocabulary to convey shades of meaning

  Elaborations

  • using a range of familiar vocabulary to convey shades of meaning, such as ‘good’, ‘fine’, ‘terrific’, ‘wonderful’, ‘excellent’
  • using subject-related synonyms and antonyms (such as ‘hot’, ‘warm’, ‘cool’, ‘cold’ and ‘quick’, ‘fast’, ‘slow’) to extend meaning in spoken texts

  VCEALL628 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL443

  Follow the meaning of complex sentence patterns

  Elaborations

  • reordering a jumbled sentence so that it makes sense
  • explaining the meaning of a complex sentence, for example the sentence ‘He heard the explosion that wrecked the car’ might be explained as ‘The car exploded, and the man heard it happen’

  VCEALL443 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL624

  Use a range of cohesive devices to link ideas

  Elaborations

  • using a range of coordinating conjunctions (such as ‘and’, ‘but’, ‘or’) to connect clauses, for example ‘She waited for Alex at the station but he didn’t come’
  • using some common subordinating conjunctions (such as ‘after’, ‘because’, ‘before’, ‘if’, ‘while’) to connect clauses, for example ‘Before you open the door, check you have your key’, ‘If it’s raining, I will still come’
  • using pronoun reference as a cohesive device to connect ideas in spoken text, for example ‘Look at the leaves. They’re falling down’

  VCEALL624 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL468

  Use a range of devices to maintain cohesion

  Elaborations

  • using conjunctions to show adding, cause, contrast or time, such as ‘When we went to the zoo the lions were sleeping. After lunch they woke up and then they roared’
  • using reference items to maintain cohesion, including pronouns (‘she’, ‘him’, ‘it’, ‘their’)
  • connecting ideas using a small range of conjunctions (‘so’, ‘and then’) and connectives (‘Therefore’, ‘In addition’)

  VCEALL468 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL772

  Understand a range of verb forms in particular text types

  Elaborations

  • understanding complex verb groups, including elaborated tenses (such as ‘had not realised’), extended verb groups (such as ‘did not expect to be found’) and modality (such as ‘need to consider’)
  • recognising verb forms that are used in particular text types, such as passive voice in procedural recounts

  VCEALL772 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL727

  Construct extended sentences using simple relative clauses and a range of common conjunctions

  Elaborations

  • using some basic relative pronouns to produce complex sentences, for example ‘They finally found the cure that they had been searching for’

  VCEALL727 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL500

  Use a range of vocabulary from lexical sets related to immediate need, interest or learning

  Elaborations

  • using a small range of words related to familiar topics, such as family, school, numbers

  VCEALL500 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL335

  Use some grammatical rules consistently

  Elaborations

  • using some grammatical rules consistently, for example formation of regular plurals, such as ‘friends’ and ‘ideas’, or regular past tense verbs, such as ‘walked’ and ‘helped’
  • over-generalising some grammatical rules, for example in formation of plurals, such as ‘mouses’ and ‘sheeps’, or in forming past tense, such as ‘eated’ and ‘buyed’

  VCEALL335 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL515

  Recognise basic cohesive devices in a simple text

  Elaborations

  • recognising basic conjunctions, such as ‘and’, ‘but’, ‘because’
  • understanding basic pronoun references (such as ‘it’, ‘she’, ‘they’) in familiar texts

  VCEALL515 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL151

  Write sustained texts using sentences based on simple repetitive, modelled patterns

  Elaborations

  • writing original sentences with less reliance on copying
  • writing repetitive patterns to produce longer texts, such as ‘I like ..., and I like ...’
  • connecting clauses together to make compound sentences that may run on, for example ‘I came to school and met my friend and then we played handball and then the bell went’
  • using ‘because’ to create dependent clauses, though these may be incomplete sentences, for example ‘We went to the pool. Because it was hot’

  VCEALL151 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL518

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

  Elaborations

  • identifying adjectives next to nouns, and adverbs next to verbs, such as ‘big ball’ and ‘run fast’, with support such as questions or guidance from a teacher
  • matching illustrations to short noun phrases and verb phrases

  VCEALL518 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• 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

• VCEALL626

  Use a range of verb forms with increasing accuracy

  Elaborations

  • accurately using auxiliary verbs to express negative forms, such as ‘I don’t like winter’, ‘She hasn’t got a sister’
  • maintaining subject–verb agreement with negative forms, such as ‘She doesn’t like it’, ‘They don’t know’
  • beginning to use modal verbs, for example ‘It might rain’, ‘You can do it’

  VCEALL626 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL582

  Understand simple descriptive language within sentences

  Elaborations

  • understanding simple noun groups with adjectives and/or simple possessive pronouns, such as ‘the small chair’, ‘my brother’s bag’
  • understanding describers and classifiers in short noun groups, for example ‘small animals’ and ‘wild animals’
  • recognising common prepositions indicating time and place, such as ‘in’, ‘on’, ‘at’

  VCEALL582 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL231

  Use basic verbs

  Elaborations

  • using some basic action verbs (‘sit’, ‘eat’, ‘play’), sensing verbs (‘want’, ‘like’) and relating verbs (‘is’, ‘was’)
  • expressing negatives in the most basic forms, for example ‘I no like’

  VCEALL231 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features