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• 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

• VCEALL201

  Understand the sequence of events in a familiar text

  Elaborations

  • sequencing a short series of pictures or simple sentences to retell a familiar story

  VCEALL201 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCNRU030

  Recognise and use elements of the language's grammar, such as word order, gender and singular/plural forms, to describe people, objects or events

  Elaborations

  • beginning to describe and explain features of the target language using metalanguage
  • creating simple sentences
  • experimenting with compound sentences
  • recognising the differences or similarities in word order in simple sentences
  • expressing negation in simple sentences
  • expanding number knowledge up to 100

  VCNRU030 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Systems of language

• VCEALC218

  Express imaginative or personal ideas in simple forms of writing

  Elaborations

  • write words or sentences to describe or explain own drawings or pictures from a text
  • telling a short story or recount to be scribed by a teacher, and copying these sentences

  VCEALC218 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Communication

• VCEALL788

  Demonstrate control of appropriate grammatical structures that develop the ways to analyse, argue, persuade, describe, classify or explain

  Elaborations

  • varying sentence structures to support the purpose of the text and create interest for the reader, for example including rhetorical questions in an argument, varying sentence length within a paragraph

  VCEALL788 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL664

  Use mostly standard word order

  Elaborations

  • constructing short sentences with standard word order
  • writing different sentence types in appropriate contexts, for example statements to answer questions, commands in instructional texts

  VCEALL664 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL209

  Understand the function of spaces, capital letters and full stops

  Elaborations

  • using spaces to count words in a sentence or on a line
  • using capital letters and full stops to count sentences
  • pausing at full stops when reading aloud

  VCEALL209 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCIDU030

  Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary related to personal and social world

  Elaborations

  • describing people and animals using pronouns, gender and adjectives of character, for example, dia, mereka, teman, kakak laki-laki, adik perempuan, kakek, nenek; kaki, tangan, mata; kucing, marmot, burung; gemuk, kurus, tinggi, senang, sedih, marah; and describing weather using adjectives such as panas, dingin, hujan, mendung, cerah
  • describing places (for example, kolam renang, taman, toko, pantai, sekolah, rumah, desa, gereja, pura, mesjid) and movement using prepositions (for example, dari, ke, dengan, pada) and adjectives, for example, kiri, kanan
  • describing objects using concrete nouns related to home, school and local environment, for example, forms of transport (sepeda, mobil, bis, kereta api, becak, delman, dokar, bendi) and items such as foods (semangka, kelapa)
  • describing quantity using cardinal numbers (puluh, ratus) and ordinal numbers using ke- prefix, and making plurals by duplicating, for example, buku-buku
  • describing actions using simple base verbs (for example, tinggal, bangun, mandi, naik) and ber- verbs, for example, bermain, berjalan, bersepeda, berenang
  • recognising imperatives, for example, Angkat tangan, Buka bukumu, Ayo cepat!
  • seeking information using questions, for example, kapan, dari mana, ke mana?
  • linking ideas using conjunctions, for example, karena, tetapi
  • locating events in time (for example, hari ini, kemarin, besok, sudah, belum) and using days of the week and months, for example, Pada hari…
  • understanding the rules for subject-verb-object sentence construction (for example, Saya tinggi, Saya bermain…, Saya makan…) and possessive word order, for example, Adik laki-laki saya…, Tas teman Herman…
  • giving praise, gratitude and encouragement, for example, coba, Bagus sekali!, terima kasih banyak
  • recognising that the same rules of punctuation apply as in English, for example, using capital letters and full stops for sentences

  VCIDU030 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCEALL771

  Demonstrate understanding of complex language

  Elaborations

  • understanding sentences containing complex features (such as embedded clauses, noun groups and modality), for example ‘If the temperature rises, the polar caps may melt, resulting in …’
  • connecting and transforming simple sentences using a range of grammatical structures to create extended compound and complex sentences

  VCEALL771 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALA299

  Write using language that largely reflects features of spoken language

  Elaborations

  • using spoken-like language structures based on familiar contexts and interactions, such as simple sentences about personal topics, or long compound sentences listing a series of events
  • following simple spoken text structures, such as events in chronological sequence

  VCEALA299 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALL362

  Understand the relationships between events or ideas in a text

  Elaborations

  • sorting sentences into sets related to the same topic, and writing a heading for each set
  • arranging parts of a sentence that use cohesive devices, such as ‘after that’ and ‘because’
  • understanding the items that pronouns refer to, such as ‘The dogs … They …’

  VCEALL362 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL307

  Organise some subject matter and write according to the structure of the text type, using modelled forms and repetitive patterns

  Elaborations

  • relying on templates or model texts for organisational structure, for example introduction, body paragraphs, conclusion
  • copying topic sentences or parts of sentences to support idea generation and to structure writing

  VCEALL307 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | 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

• VCELY160

  Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge

  Elaborations

  • using image-making and beginning writing to represent characters and events in written, film and web-based texts
  • using speaking, writing and drawing to represent and communicate personal responses to ideas and events experienced through texts
  • creating short spoken, written and multimodal observations, recounts and descriptions, extending vocabulary and including some content-specific words in spoken and written texts
  • using beginning concepts about print, sound–letter and word knowledge and punctuation to create short texts

  VCELY160 | Curriculum content | English | Foundation Level | Writing | Literacy

• VCNRU097

  Identify similarities and differences between the phonological and orthographic systems of English and the language being studied

  Elaborations

  • using the language alphabet, making connections between spoken and written forms, and recognising similarities and differences to the English alphabet
  • developing and using pronunciation and reproducing sounds in the target language
  • using the language alphabet for spelling out names and other words
  • developing awareness of the sounds, rhythms and intonation patterns in the language being studied
  • understanding and using punctuation particular to the language

  VCNRU097 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Systems of language

• VCZHU125

  Recognise features of various familiar text types in Chinese

  Elaborations

  • developing awareness of bilingual texts (for example, picture books, multimedia texts, song and dance DVDs) through immersion in text-rich environments, and noticing features of punctuation and text organisation across languages (for example, spacing between words)
  • comparing familiar texts in Chinese and English and discussing features in common, for example, storybook covers normally consist of book title, image, author’s name and illustrator’s name

  VCZHU125 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCEALA219

  Understand the difference between writing and drawing, and that writing changes according to context and purpose

  Elaborations

  • pointing to pictures and words when prompted
  • understanding that English writing consists of words formed by letters, and sentences made up of words

  VCEALA219 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALC524

  Label familiar images and simple maps

  Elaborations

  • writing a caption for an image
  • copying and completing short, formulaic sentences to describe the images, such as ‘This is a …’

  VCEALC524 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Communication

• VCEALC673

  Participate in conversations with a small range of speakers

  Elaborations

  • participating in conversations with a range of familiar people such as peers and teachers
  • using appropriate sentence structures and vocabulary to participate in conversations

  VCEALC673 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALL228

  Write very short, simple texts

  Elaborations

  • write a small number of related phrases or sentences together, for example, when describing a picture, ‘Mum and Dad’, ‘in our house’

  VCEALL228 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features