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• 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

• VCEALL643

  Interpret the way information is organised in texts

  Elaborations

  • using organisational features, such as headings, labels, diagrams and content lists, to find information in texts
  • navigating a digital text using a series of links to locate specific information
  • matching parts of a text together, for example topic sentences to paragraphs, titles to chapters, captions to diagrams

  VCEALL643 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL024

  Understand gender in common personal and possessive pronouns

  Elaborations

  • pointing correctly to people or illustrations based on questions or instructions using gendered personal (‘him’, ‘her’) or possessive pronouns (‘his’, ‘her’), for example ‘Who is he?’, ‘Which is her bag?’
  • using gendered pronouns with accuracy some of the time, for example ‘He is my dad’, ‘My aunty, he …’

  VCEALL024 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL315

  Incorporate learnt vocabulary into writing

  Elaborations

  • matching words to definitions or labelling diagrams
  • referring to classroom charts and personal vocabulary lists for key vocabulary

  VCEALL315 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL212

  Locate letters on a keyboard

  Elaborations

  • reading letters from a word or short text and locating them on a keyboard

  VCEALL212 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL072

  Write simple repetitive modelled sentences

  Elaborations

  • writing a small range of sentences copied from a model text, such as ‘I like …’, ‘I went to …’, ‘Today is …’
  • writing repetitive sentence beginnings, for example ‘I … Then I … Then I …’

  VCEALL072 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL287

  Build a vocabulary that draws on words of interest, topic words and sight words

  Elaborations

  • following instructions related to labelled items or locations, for example ‘Take out your laptop’, ‘Place your printed work in the “finished” basket’
  • reading sight words in a new text
  • recording words of interest in a personal dictionary or vocabulary book

  VCEALL287 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL608

  Use basic digital technology functions

  Elaborations

  • using basic functions of a keyboard and computer or other digital device, for example locating letters, numbers and symbols, using the shift key, space bar and mouse
  • using basic software applications to type text and perform simple edits, for example inserting or deleting a word
  • following simple instructions with visual support to navigate a digital text using menu items or links

  VCEALL608 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL534

  Use repetitive or modelled sentences with information about self and experiences

  Elaborations

  • relying on familiar sentence structures and filling in personal details, such as ‘My name is ...’, ‘On the weekend I …’
  • using the same expression in writing as in speech

  VCEALL534 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL752

  Use extended topic-related verb groups

  Elaborations

  • choosing from a wide range of action, saying, sensing and relating verbs to express precise meaning, for example ‘construct’, ‘produce’, ‘appreciate’, ‘prefer’
  • using extended verb groups, for example ‘about to start packing up’, ‘would not want to be noticed’
  • expressing more complex verbs using elaborated tenses, for example ‘hadn’t noticed’, ‘we’re getting hungry’
  • expressing modality through words such as ‘may’ and ‘might’

  VCEALL752 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL775

  Use contextual cues to interpret difficult words

  Elaborations

  • predicting meaning of new words based on knowledge of the base word, such as ‘educate’, ‘uneducated’, ‘education’
  • inferring the meaning of an unfamiliar word by using contextual information such as the topic of the text, meaning of adjacent sentences and meanings of familiar words in the same sentence

  VCEALL775 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL173

  Construct two- or three-word utterances, with the support of actions, gestures or visuals

  Elaborations

  • using common vocabulary and short formulaic expressions to communicate intention, such as ‘Shut door’
  • pointing, miming or gesturing to supplement speech

  VCEALL173 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL023

  Demonstrate variable placement of common adjectives to describe or add emphasis

  Elaborations

  • combining an adjective with a noun to create simple noun groups, with varying accuracy, such as ‘big truck’, ‘car blue’
  • using a small range of common adverbs, such as ‘slowly’, ‘very’
  • combining some common adverbs with verbs to describe action, with varying accuracy, for example ‘walk slowly’, ‘sing good’
  • using common adverbs to vary intensity, for example ‘very hot’, ‘little bit funny’

  VCEALL023 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL415

  Respond appropriately to structures through word order and vocabulary rather than through intonation

  Elaborations

  • understanding vocabulary and word order for structures, such as questions, statements and negation
  • using question words rather than intonation to indicate a question; for example ‘Do you …?’, ‘What is …?’, ‘Can anybody …?’

  VCEALL415 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL207

  Build a vocabulary that draws on words of interest, learnt words and sight words

  Elaborations

  • identifying characters or objects that are represented in both illustrations and written text
  • labelling simple diagrams or pictures using familiar words
  • locating sight words in a familiar text
  • recording words of interest in a simple personal vocabulary book

  VCEALL207 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL399

  Experiment with complex punctuation

  Elaborations

  • using commas to separate items in a list or to indicate pauses in a sentence
  • using question marks to indicate questions, with occasional inaccuracy, for example ‘She asked to borrow a pencil?’
  • using exclamation marks to emphasise an idea

  VCEALL399 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL753

  Use a range of extended descriptive phrases

  Elaborations

  • building noun groups using a range of adverbs, prepositional phrases and relative clauses, for example ‘the unusual colours of the bird’s tail feathers that help it camouflage in the grass’
  • choosing appropriate vocabulary to construct noun groups for imaginative or informative texts, for example ‘a flock of colourful parrots’, ‘less than 10% of native seed-eating birds’

  VCEALL753 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL630

  Use pronunciation and some non-verbal features to support communication

  Elaborations

  • using stress or intonation appropriately in common utterances, for example using rising intonation when asking questions, and stressing key words in short utterances
  • distinguishing different intonation patterns, such as for questions, statements, lists
  • attending to pronunciation and imitating and rehearsing in order to pronounce polysyllabic words

  VCEALL630 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL533

  Draw on conventions for organising information

  Elaborations

  • organising related ideas together, for example grouping information within a sentence, listing relevant information under given headings
  • following organisational conventions when writing, for example putting the date at the top of the page, starting a new page for a new lesson

  VCEALL533 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL793

  Use an expanded vocabulary appropriate for the curriculum area

  Elaborations

  • incorporating sophisticated vocabulary appropriate for the curriculum area, such as subject-specific terms, antonyms, synonyms, abstract nouns
  • distinguishing between different meanings for words in different contexts, for example ‘psychological complex’, ‘complex issue’, ‘complex sentence’ and ‘residential complex’ convincing scientific evidence supporting this theory …’

  VCEALL793 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features