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• 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

• VCEALL320

  Use basic software functions to present text

  Elaborations

  • using a keyboard to type capital and lower-case letters, numbers and basic punctuation marks
  • typing letters, numbers, symbols and words, copying from a print text
  • using simple editing functions such as inserting or deleting a word, and formatting functions such as making text bold or changing the colour

  VCEALL320 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL396

  Select some descriptive vocabulary appropriate to context

  Elaborations

  • choosing synonyms for different contexts, such as ‘huge’ for ‘big’ or ‘entertaining’ for ‘fun’
  • beginning to understand when to use subjective language (for example in personal texts) and objective language (for example in factual texts)

  VCEALL396 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL444

  Interpret the meaning of written text that uses a range of tenses and negation

  Elaborations

  • identifying the base word and understanding the effect of more complex tense and negation, for example in ‘had not arrived yet’
  • identifying simple passive constructions and comparing them to active constructions, such as ‘We read the book’ and ‘The book was read by our class’
  • transforming sentences from a text into negatives or different tenses

  VCEALL444 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL419

  Assess the grammatical correctness of own utterances and attempt some self-correction

  Elaborations

  • noticing errors with pronunciation, vocabulary choice or grammar, and attempting to correct these
  • attending to the body language, facial expressions and speech of listeners to determine whether meaning has been understood
  • seeking assistance or feedback from speech partners to formulate or confirm corrected expressions

  VCEALL419 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL342

  Use pronunciation and non-verbal features to support communication

  Elaborations

  • imitating features of the speech of others, including the teacher, peers and speakers in video or audio clips
  • practising pronunciation, rhythm and intonation by repeating words, phrases and sentences

  VCEALL342 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL160

  Adjust size of writing, colour, layout and choice of media to support meaning

  Elaborations

  • following model texts or templates to lay out learnt text types
  • separating ideas in texts by leaving a line or writing a heading
  • locating images close to relevant written information
  • using a basic software application to format a digital text, for example headings in a larger font, images placed near relevant text

  VCEALL160 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL237

  Spell a number of high-frequency words accurately

  Elaborations

  • spelling some high-frequency words accurately from memory, including own name and short words used regularly, such as ‘it’, ‘my’, ‘we’
  • representing words by their initial letter, such as ‘b’ for ‘book’

  VCEALL237 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL236

  Apply common conventions when copying or writing texts

  Elaborations

  • writing legibly and consistently in different contexts and using different implements
  • writing from left to right and top to bottom
  • using ruled lines to guide writing on the page

  VCEALL236 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL663

  Link ideas using a range of basic cohesive devices

  Elaborations

  • using an expanding range of coordinating conjunctions (such as ‘and’, ‘but’, ‘so’), for example ‘I caught the bus and then walked to the pool so I could go swimming’
  • using a range of common subordinating conjunctions (such as ‘since’, ‘because’, ‘before’), for example ‘Because it was getting dark, we left before the show finished’
  • creating short chains of reference using pronouns, for example ‘The doctor … she ... her patients …’
  • using pronouns in more complex sentences, although sometimes creating ambiguity, for example ‘Dad found my dog and he was so happy’

  VCEALL663 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL622

  Use a small variety of text types for curriculum areas

  Elaborations

  • understanding and using structural features of some texts used in different curriculum areas, such as procedures, reports, formal speeches
  • following a logical structure when producing spoken texts, for example with an introduction, sequenced information, conclusion

  VCEALL622 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL649

  Use syntactic, logical and cultural cues to work out the meaning of unknown words in a text

  Elaborations

  • using other information in the text, such as syntactical patterns (for example the arrangement of words in sentences ‘The boy jumped happily’ and ‘The boy happily jumped’), consistent use of words and cultural cues to deduce meanings
  • drawing on home language knowledge of culture to deduce meanings of words or phrases

  VCEALL649 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL022

  Express simple negation with varying accuracy

  Elaborations

  • expressing negation using ‘no’ or ‘not’ with some errors, for example ‘I no like vegetable’, ‘I not go’
  • using ‘no’ or ‘not’ with adjectives or nouns to express negative forms, such as ‘No hot today’, ‘Not me’

  VCEALL022 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL109

  Repeat or modify a sentence or phrase, modelling rhythm, intonation and pronunciation on the speech of others

  Elaborations

  • imitating and rehearsing pronunciation, stress and intonation patterns used by the teacher and peers for a range of interactions and text types
  • saying familiar sentences fluently, with phrasing modelled on other speakers
  • modifying familiar sentences to incorporate personal details, for example ‘I like to play soccer’, ‘I like to play footy’

  VCEALL109 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL026

  Recognise and use words from lexical sets related to immediate communicative need, interest or experience

  Elaborations

  • use common words related to immediate needs, such as colours, numbers, days, family- and school-specific word sets
  • using a single word for a variety of purposes, for example using ‘book’ to mean ‘This is my book’, ‘Where is her book?’, ‘I’d like to borrow that book’
  • referring to classroom charts and personal vocabulary lists to identify, clarify and rehearse words
  • using a range of strategies to learn new words and phrases, such as private rehearsal, personal vocabulary lists, use in own speech and writing

  VCEALL026 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL019

  Construct simple subject–verb–object sentences that mostly use present tense

  Elaborations

  • constructing basic sentences using subject–verb–object word order, but with non-standard word forms, for example ‘We buy house’
  • constructing short, simple statements showing subject–verb relations with varying accuracy, such as ‘He sick’, ‘Students go’

  VCEALL019 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL149

  Use a variety of simple text structures

  Elaborations

  • relying on templates or model texts for organisational structure, for example using an introduction, body paragraphs and a conclusion
  • copying topic sentences or parts of sentences to support idea generation and to structure writing
  • reflecting the vocabulary and structure of spoken English in print texts
  • using a variety of simple text structures, such as a title, an opening, an ending, a caption
  • using basic conjunctions and connectives to show time and sequence, such as ‘On Saturday I … We went … We saw … I went ... Then I ... And then ...’

  VCEALL149 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEBB015

  Explore and observe the characteristics of entrepreneurs and successful businesses

  Elaborations

  • investigating well-known entrepreneurs and identifying the behaviours and skills that they bring to their business, for example, establishing a shared vision, demonstrating initiative, innovation and enterprise
  • observing local businesses to identify factors that contribute to their success, for example, location, quality of service, a high-quality product, sound management practices

  VCEBB015 | The Humanities | Economics and Business | Levels 7 and 8 | The Business Environment

• VCEBB006

  Identify the reasons businesses exist and investigate the different ways they produce and distribute goods and services

  Elaborations

  • identifying why businesses exist and investigating the different ways that goods and services are produced, for example, hand-crafted, large and small scale businesses, and distributed, for example, through shopping centres, local markets, online, small independent stores, remote community stores
  • explaining the difference between not-for-profit and for-profit businesses
  • identifying different industry sectors, such as agriculture, information, tourism, telecommunications, and discussing what they produce or provide

  VCEBB006 | The Humanities | Economics and Business | Levels 5 and 6 | The Business Environment

• VCEBB024

  Explore the nature of innovation and discuss how businesses seek to create and maintain a competitive advantage in the market, including the global market

  Elaborations

  • identifying a variety of innovations in business and discussing how this has benefited the particular business
  • exploring emerging techniques businesses can use to gain an advantage, such as blended marketing, open innovation, use of digital technologies and social media and the adoption of sustainable production practices
  • identifying the reasons businesses seek to build or create a competitive advantage, for example, to stay in business, meet the changing demands of a competitive global market, achieve efficiencies, lower costs and improve their profit margins
  • investigating the different strategies businesses use to create competitive advantage, for example, improving productivity, undertaking research and development, adopting innovative and efficient practices, advertising and marketing, offering a lower-cost product, innovative ways of managing the workforce, or by implementing efficient internal operations strategies
  • discussing whether the adoption of strategies based around corporate social responsibility can increase the competitive advantage of businesses

  VCEBB024 | The Humanities | Economics and Business | Levels 9 and 10 | The Business Environment