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• VCEALA357

  Use a simple English dictionary or class word list to find words, and/or check home language–English bilingual dictionary for meanings

  Elaborations

  • referring to word lists or charts to find specific vocabulary related to a topic
  • using a bilingual dictionary to find an English equivalent for a word known in home language
  • checking meaning in both home language and English before using a word in speech or writing

  VCEALA357 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA304

  Employ a range of strategies to understand new or unknown words

  Elaborations

  • referring to written resources such as bilingual dictionaries, charts or own spelling lists
  • recording a vocabulary list that includes English, home language and other details such as an image or phonetic pronunciation
  • writing notes in home language about meaning and pronunciation when encountering new words in texts

  VCEALA304 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALC112

  Understand a small range of simple, familiar texts

  Elaborations

  • reading back own writing
  • reading well-known words or phrases (such as ‘Tuesday’, ‘Once upon a time’) in new contexts
  • recognising familiar vocabulary in new simple texts
  • reading a range of topic-related texts, including informative, imaginative and persuasive texts, with support

  VCEALC112 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Communication

• VCEALC055

  Copy well-known symbols, words, phrases or short texts

  Elaborations

  • tracing or copying letters, words and sentences written by the teacher
  • copying out a short text jointly constructed by the class
  • copying and completing short, formulaic sentences to describe familiar images, such as ‘This is a …’
  • making corrections to own writing when copying text

  VCEALC055 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Communication

• VCEALC425

  Understand main ideas in a text and extract specific details

  Elaborations

  • skimming and scanning a text to identify the topic and extract specific details
  • finding answers to simple questions, such as ‘Where did …?’, ‘Who was the …?’
  • retelling a story through speech or writing, including giving characters and settings, and key events in the correct sequence

  VCEALC425 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCEALC454

  Use a range of visual material or other cues to support factual texts

  Elaborations

  • adding labelled diagrams or illustrations to an information report or report on a science experiment
  • creating a mind map to summarise the facts in a text, in the introduction or conclusion section
  • writing a dot-point list to outline key ideas in a report, using a simple introductory sentence stem, for example ‘The main effects of air pollution are: …’

  VCEALC454 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Communication

• VCEALC139

  Illustrate texts purposefully

  Elaborations

  • connecting image to sections of a text, for example drawing the body of a frog, its habitat and its life cycle
  • writing a descriptive caption or label for an image
  • drawing images or diagrams to accompany sentences in a narrative or recount
  • using an online storyboarding application to create a simple story map to show the events and characters in a narrative

  VCEALC139 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Communication

• VCEALL479

  Gather and present information both in text and visually using an appropriate software application

  Elaborations

  • typing original or copied texts accurately, including a range of punctuation and symbols
  • using more advanced writing and formatting functions in software applications, such as spellchecker, font styles and paragraph formatting
  • using functions to format and edit images and tables, with guidance

  VCEALL479 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL723

  Plan and sequence information for a specified text

  Elaborations

  • writing a range of texts from different curriculum areas, such as a report, review, argument
  • using a model text or template to plan the sections of a text using headings
  • grouping related information in a coherent sequence, for example a main idea followed by elaboration, or a key argument with reasons

  VCEALL723 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL662

  Organise the content of a topic at paragraph level, with teacher guidance, to reflect given or new information

  Elaborations

  • following a model text or scaffold for paragraph structure, for example including a topic sentence, main idea, elaboration and summary
  • writing a simple topic sentence introducing and sequencing the key idea of the paragraph, for example ‘Another main reason to ban cars is …’

  VCEALL662 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL158

  Use some punctuation consistently

  Elaborations

  • using a range of common punctuation, such as full stops, question marks, commas
  • starting sentences with a capital letter and ending with a full stop, question mark or exclamation mark
  • correcting capital letters and full stops when reviewing own or others’ writing

  VCEALL158 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL475

  Create mood and feeling through the selection of appropriate vocabulary and idiom

  Elaborations

  • choosing vocabulary to express shades of meaning, for example choosing for effect ‘cloudy’, ‘gloomy’ or ‘bleak’
  • understanding differences between specialised and colloquial language, for example ‘feline’, ‘cat’ and ‘moggy’
  • using some idioms learnt from reading and viewing, in creative or personal writing

  VCEALL475 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL079

  Experiment with some familiar punctuation

  Elaborations

  • using basic punctuation some of the time, such as full stops at the end of sentences, capital letters to begin sentences and for names
  • writing capital and lower-case letters and full stops accurately when copying
  • beginning to copy more complex punctuation accurately, such as commas, question marks, exclamation marks, quotation marks

  VCEALL079 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | 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

• VCEALL317

  Use simple layouts to present texts logically

  Elaborations

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

  VCEALL317 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL729

  Use a range of expressions to qualify opinions

  Elaborations

  • using modals (such as ‘may’, ‘might’) to signify opinions, for example ‘The forest may be changed by this protest action ’
  • writing formulaic expressions to introduce personal opinions, such as ‘In my view …’, ‘I believe …’
  • beginning to use subjective expressions to express opinions indirectly, such as ‘According to research …’, ‘Many consumers think …’

  VCEALL729 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL796

  Use a range of digital formats and images to enhance meaning and impact

  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 modal verbs, including with complex tenses, such as ‘They should not have to go’, ‘This needs to be considered’

  VCEALL796 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCELA333

  Understand that the pronunciation, spelling and meanings of words have histories and change over time

  Elaborations

  • recognising that a knowledge of word origins is not only interesting in its own right, but that it extends students’ knowledge of vocabulary and spelling
  • exploring examples of words in which pronunciation, writing and meaning has changed over time, including words from a range of cultures

  VCELA333 | Curriculum content | English | Level 5 | Speaking and Listening | Language

• VCELA226

  Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words

  Elaborations

  • drawing on knowledge of high-frequency sight words
  • drawing on knowledge of sound–letter relationships (for example breaking words into syllables and phonemes)
  • using known words in writing and spelling unknown words using developing visual, graphophonic and morphemic knowledge

  VCELA226 | Curriculum content | English | Level 2 | Writing | Language

• VCELT439

  Analyse text structures and language features of literary texts, and make relevant comparisons with other texts

  Elaborations

  • evaluating the effect on readers of text structures and language features of a literary text and comparing these with other texts
  • by comparing texts, writing or speaking about how well the author constructed the opening and closing sections of the text and used ‘hooks’ to keep the reader/viewer/listener engaged and reading on/watching/listening to the end

  VCELT439 | Curriculum content | English | Level 9 | Reading and Viewing | Literature