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• VCEALL517

  Recognise simple present and past tense verb forms

  Elaborations

  • identifying common regular past tense verbs ending in ‘–ed’
  • learning a small number of common irregular past tense verbs, for example ‘went’, ‘said’, ‘had’
  • matching simple present and past tense verbs to time words such as ‘today’, ‘last week’, ‘always’

  VCEALL517 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL135

  Read familiar texts with some fluency

  Elaborations

  • reading aloud with some accuracy and confidence words that are familiar or contain familiar letter patterns
  • imitating teacher and peers to read short texts with accurate pronunciation, fluency, pauses and intonation
  • repeating a sentence with corrected pronunciation, intonation or pausing when prompted

  VCEALL135 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL667

  Use adverbials to provide simple detail

  Elaborations

  • using some adverbials to give simple detail about place (‘at the station’), time (‘last week’), accompaniment (‘alone’), manner (‘very quickly’) and cause (‘because of the rain’)
  • using prepositions with varying accuracy, for example ‘with her parents’, ‘in the bus’

  VCEALL667 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL499

  Recognise and use common words relating to familiar class routines, people, experiences and interests

  Elaborations

  • identify, clarify and rehearse words, referring to classroom charts and personal vocabulary lists
  • using common and familiar vocabulary in speech, for example in conversation, in class discussion or when answering questions

  VCEALL499 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL577

  Use organisational and visual elements to suggest the content of a text

  Elaborations

  • referring to visuals to predict and locate content in a text, for example a text title, supporting picture, graph or chart
  • using organisational or visual features to preview or summarise a studied text, for example a simple dot-point list or mind map

  VCEALL577 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL292

  Use basic digital technology functions

  Elaborations

  • typing letters and words, copying from a print text
  • following simple instructions with visual support to navigate a digital text using menu items or links

  VCEALL292 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• 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

• VCEALL069

  Use a very simple text structure repeatedly

  Elaborations

  • using the same expression in writing as in speech
  • writing or dictating simple statements in time sequence, for example ‘I get my bag’, ‘I eat lunch’
  • writing recounts or stories using repetitive time or sequence connectives
  • copying the structure of classroom texts, for example using the same sentence stems or writing the details in the same order

  VCEALL069 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL774

  Demonstrate a broad technical vocabulary across the curriculum areas

  Elaborations

  • reading, with understanding, texts containing new vocabulary, some subject-specific vocabulary and figurative language
  • responding to the use of vocabulary in a text, for example by describing emotions elicited by particular words or phrases
  • creating graphic organisers, for example word clines or word maps, to illustrate the relationships between synonyms and antonyms

  VCEALL774 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL108

  Use words learnt from a range of classroom and social contexts

  Elaborations

  • using a range of words related to familiar topics, such as words related to family, school, colours, numbers, days, months
  • using words from lexical sets related to topics of conversation, such as words for favourite foods or pastimes
  • using words learnt from print texts, such as by asking what a word means, for example ‘I don’t understand. What’s “fete”?’

  VCEALL108 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL543

  Demonstrate basic keyboard skills

  Elaborations

  • locating letters on a keyboard
  • typing letters and words, copying from a print text

  VCEALL543 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL333

  Describe and identify people, places and things using simple vocabulary for colour, size, place, location, time

  Elaborations

  • using a small range of descriptive vocabulary to communicate about specific people, places and things, for example ‘the big red book’, ‘a park near my house’
  • building simple noun phrases to describe specific people, places and things

  VCEALL333 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL316

  Use repetition for effect

  Elaborations

  • repeating words for emphasis or impact, such as ‘many, many people’

  VCEALL316 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL105

  Understand phrases describing place or location

  Elaborations

  • using common prepositions (such as ‘in’, ‘on’, ‘at’) to add simple detail about place, for example ‘go on the train’, ‘stay at home’
  • understanding instructions incorporating place or location, such as ‘over here’, ‘next to the chair’

  VCEALL105 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL230

  Write sentences that may not follow standard word order

  Elaborations

  • writing with some errors in word order, such as ‘I saw a car blue’

  VCEALL230 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL790

  Demonstrate control of a wide range of verb forms

  Elaborations

  • controlling a wide range of tenses
  • attempting complex verb groups incorporating multiple elements such as time and negatives, for example ‘I guess you are not planning to go’
  • using modal verbs, including with complex tenses, such as ‘They should not have to go’, ‘This needs to be considered’

  VCEALL790 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL473

  Use some antonyms and synonyms

  Elaborations

  • using a range of synonyms to avoid repetition
  • accessing resources such as word lists or a print or online thesaurus to help identify antonyms and synonyms

  VCEALL473 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL156

  Use some curriculum or content area vocabulary

  Elaborations

  • using learnt topic-specific vocabulary in simple modelled sentences

  VCEALL156 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL133

  Recognise that full stops and question marks separate text

  Elaborations

  • using punctuation to identify whether a sentence is a statement or question
  • pausing appropriately at full stops when reading
  • using a rising intonation when reading a question

  VCEALL133 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL513

  Show basic understanding of differences between fiction and non-fiction texts through their purpose, topic and layout

  Elaborations

  • classifying texts as fiction or non-fiction, based on layout, structure and content
  • distinguishing between different texts based on purpose, topic and layout, for example identifying a story about a personal experience and a book about animals

  VCEALL513 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features