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• VCEALC297

  Write ‘real world’ texts

  Elaborations

  • making a list of items to take on excursion, using the names of familiar objects
  • writing a letter introducing themselves, using some formulaic expressions such as ‘Dear …’, ‘I live in …’
  • writing a simple story to share with the class, based on listening to a story told at home

  VCEALC297 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Communication

• VCEALL256

  Use a small range of descriptive language

  Elaborations

  • using a range of adjectives to express affect (‘frightened’, ‘surprised’), judgement (‘naughty’, ‘brave’) and appreciation (‘interesting’, ‘amazing’)
  • forming simple noun groups that combine one or two adjectives with a noun, for example ‘hot day’, ‘scary old house’
  • formulating short adverbial phrases, such as ‘on my bike’, ‘with his brother’, ‘every week’

  VCEALL256 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL018

  Communicate using short, learnt phrases

  Elaborations

  • using single-word or phrasal responses to questions, such as ‘Yes’, ‘No’, ‘I don’t know’
  • using learnt phrases in play, such as ‘Give me’, ‘Stop it’, ‘I don’t like’
  • creating original utterances by substituting new words in learnt patterns or formulas, such as ‘It’s home time’, ‘It’s go time’
  • using simplified speech patterns, where function words may be omitted or used incorrectly, for example ‘Me go to shopping and buyed many thing’

  VCEALL018 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL177

  Use common descriptive language

  Elaborations

  • using common adjectives to express affect (‘sad’, ‘happy’, ‘angry’), judgement (‘kind’, ‘mean’) and appreciation (‘beautiful’, ‘yucky’)
  • combining some common adverbs with verbs to describe action, for example ‘walk slowly’, ‘sing well’

  VCEALL177 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL536

  Write sentences that reflect oral language with some examples of correct word order

  Elaborations

  • writing short, simple expressions to label personal drawings, reflecting an early stage of oral language development, such as ‘Live here’, ‘Go to play’
  • writing sentences with a level of detail that may not follow standard word order, such as ‘We went yesterday to the supermarket’, ‘My friend and me we see car blue’

  VCEALL536 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL102

  Apply some grammatical rules but may overgeneralise for irregular forms

  Elaborations

  • expressing simple questions mostly accurately, including ‘wh–’ questions such as ‘Where did you live before?’ or yes/no questions such as ‘Is that my book?’
  • expressing statements and commands mostly accurately, such as ‘She went home’, ‘Please give it to me’
  • using correct verb and noun endings with some consistency, such as ‘–ing’, ‘–ed’, ‘–s’
  • overgeneralising some rules, such as formation of plurals (for example ‘mouses’) and past tenses (for example ‘swimmed’, ‘buyed’)
  • understanding some common phrases or clauses in both their full and contracted forms, such as ‘I’m’ and ‘I am’; ‘you’re’ and ‘you are’

  VCEALL102 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | 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

• VCEALL071

  Label drawings of everyday personal activities using language learnt in the classroom

  Elaborations

  • using drawings as a basis for oral explanations or captioning using simple writing, such as ‘live here’, ‘play’, ‘study’
  • writing the names of items depicted in images
  • copying and completing short, formulaic sentences to describe images, such as ‘This is a …’
  • choosing a sentence from a class text to use as a caption for an image

  VCEALL071 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCELA024

  Use sounds and facial expressions to affect familiar others

  Elaborations

  • encountering various languages and forms of communication at home, school and in the community
  • experiencing others engaging, communicating and changing things in the world around them
  • reacting to the sounds and voices of familiar others
  • reacting to a range of gestures, signs, images and facial features of familiar others
  • using sounds, noises, gestures, eye gaze etc. to gain attention or request an object, e.g. reaching towards something they want
  • turning towards a communication partner

  VCELA024 | Curriculum content | English | Level A | Speaking and Listening | Language

• VCELA025

  Respond to a familiar person and engage with them

  Elaborations

  • being exposed to individuals interpreting their actions and sounds
  • experiencing people reacting and engaging with each other and them
  • learning to control their behaviour, e.g. moving, making sounds,
  • making eye contact, sound or gesture towards a familiar other during a communicative process
  • gaining another’s attention through sounds and or action
  • communicating physical need, for example hungry or tired through sounds and/or action

  VCELA025 | Curriculum content | English | Level A | Speaking and Listening | Language

• VCELA236

  Identify language that can be used for appreciating texts and the qualities of people and things

  Elaborations

  • exploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example ‘happy’, ‘joyful’, ‘pleased’, ‘contented’
  • exploring in stories, everyday and media texts moral and social dilemmas; such as right and wrong, fairness/unfairness, inclusion and exclusion; learning to use language to describe actions and consider consequences
  • exploring how language is used to construct characters and settings in narratives, including choice of nouns such as ‘girl’, ‘princess’ or ‘orphan’, and choice of adjectives such as ‘gentle’, ‘timid’ or ‘frightened’

  VCELA236 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCELA179

  Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

  Elaborations

  • talking about effective words that describe a place, person or event
  • learning how a sentence can be made more vivid by adding adjectives, adverbs and unusual verbs

  VCELA179 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCELA224

  Understand how texts are made cohesive by the use of resources, including word associations, synonyms, and antonyms

  Elaborations

  • exploring how texts develop their themes and ideas, building information by connecting similar and contrasting dissimilar things
  • mapping examples of word associations in texts, for example words that refer to the main character

  VCELA224 | Curriculum content | English | Level 2 | Writing | Language

• VCELA270

  Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning

  Elaborations

  • learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately

  VCELA270 | Curriculum content | English | Level 3 | Speaking and Listening | Language

• VCELA323

  Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause

  Elaborations

  • knowing that the function of complex sentences is to make connections between ideas, such as: to provide a reason (for example 'He jumped up because the bell rang.'), to state a purpose (for example 'She raced home in order to confront her brother.'), to express a condition (for example 'It will break if you push it.'), to make a concession (for example 'She went to work even though she was not feeling well.'), to link two ideas in terms of various time relations (for example 'Nero fiddled while Rome burned.')

  VCELA323 | Curriculum content | English | Level 5 | Writing | Language

• VCELA324

  Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea

  Elaborations

  • learning how to expand a description by combining a related set of nouns and adjectives – ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’
  • observing how descriptive details can be built up around a noun or an adjective, forming a group/phrase (for example, ‘this very smelly cleaning cloth in the sink’ is a noun group/phrase and ‘as pretty as the flowers in May’ is an adjective group/phrase)

  VCELA324 | Curriculum content | English | Level 5 | Writing | Language

• VCELA351

  Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases

  Elaborations

  • knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example 'She ate her lunch' compared to 'She gobbled up her lunch')
  • knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, ‘At nine o'clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat family’)
  • knowing the difference between the simple present tense (for example 'Pandas eat bamboo.') and the simple past tense (for example 'She replied.')
  • knowing that the simple present tense is typically used to talk about either present states (for example, ‘He lives in Darwin’) or actions that happen regularly in the present (for example, ‘He watches television every night’) or that represent ‘timeless’ happenings, as in information reports (for example, ‘Bears hibernate in winter’)
  • knowing that there are various ways in English to refer to future time (for example 'She will call you tomorrow'; 'I am going to the movies tomorrow'; 'Tomorrow I leave for Hobart')

  VCELA351 | Curriculum content | English | Level 6 | Writing | Language

• VCELA350

  Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas

  Elaborations

  • knowing that a complex sentence typically consists of a main clause and a subordinate clause
  • knowing that the function of complex sentences is to make connections between ideas, such as: to provide a reason (for example 'He jumped up because the bell rang'); to state a purpose (for example 'She raced home in order to confront her brother'); to express a condition (for example 'It will break if you push it'); to make a concession (for example 'She went to work even though she was not feeling well'); to link two ideas in terms of various time relations (for example 'Nero fiddled while Rome burned')

  VCELA350 | Curriculum content | English | Level 6 | Writing | Language

• VCELA428

  Investigate how evaluation can be expressed directly and indirectly using devices, including allusion, evocative vocabulary and metaphor

  Elaborations

  • comparing texts that use evaluative language in different ways – print advertisements, editorials, talkback radio and poetry – and identifying wordings that appraise things indirectly, through evocative language, similes and metaphors that direct the views of the readers in particular ways

  VCELA428 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCELA452

  Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing

  Elaborations

  • identifying some of the changes in the grammar of English over time, for example from thee and thou to you
  • exploring examples of ‘Globish’ English

  VCELA452 | Curriculum content | English | Level 9 | Speaking and Listening | Language