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• VCEALA222

  Rewrite following explicit correction

  Elaborations

  • copying out a corrected version of own text, for example with corrected spelling or capital letters
  • attempting to self-correct by copying spelling or sentences from classroom texts

  VCEALA222 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA221

  Contribute ideas to shared writing activities

  Elaborations

  • making suggestions about the ideas to include in the text, for example the people and events
  • drawing on familiar vocabulary and sentence structures to suggest expressions for shared writing

  VCEALA221 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA059

  Respond to the terms ‘writing’ and ‘drawing’ appropriately

  Elaborations

  • following instructions to write or draw, such as ‘Write your name’, ‘Draw a face’
  • understanding that English writing consists of words formed by letters, and sentences comprising words

  VCEALA059 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALC609

  Provide information or assistance when requested in classroom interactions

  Elaborations

  • constructing relevant and useful responses using appropriate sentence structures and vocabulary
  • taking action in response to requests, such as responding to a teacher or assisting a peer

  VCEALC609 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• VCEALC612

  Understand the gist of context-reduced spoken texts

  Elaborations

  • understanding texts that are less dependent on immediate contextual support such as images
  • applying knowledge of text structures, such as introduction or topic sentences, to follow key messages

  VCEALC612 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• VCEALC401

  Contribute information, express ideas and give reasons for opinions in group tasks or classroom discussions

  Elaborations

  • contributing information that elaborates or clarifies the topic, or expressing ideas or opinions in response to other speakers
  • using a range of topic vocabulary and sentence structures that connect ideas

  VCEALC401 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• VCEALC294

  Write known phrases around familiar language

  Elaborations

  • writing phrases and short sentences learnt from repetition, chorusing or a familiar class text
  • writing simple phrases as captions or explanations for drawings

  VCEALC294 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Communication

• VCEALL395

  Use modelled vocabulary appropriately

  Elaborations

  • using modelled vocabulary accurately in sentences or short modelled texts
  • selecting appropriate vocabulary from classroom charts, personal dictionary and class texts

  VCEALL395 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL229

  Sequence a small number of ideas simply

  Elaborations

  • writing or dictating simple statements in time sequence, for example ‘Get my bag’, ‘Eat lunch’
  • writing numbers to show the sequence of pictures or simple sentences

  VCEALL229 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL363

  Understand and use a range of learnt metalanguage to talk about text

  Elaborations

  • matching labels to parts of a text, such as ‘introduction’, ‘topic sentence’, ‘example’
  • identifying and labelling learnt features of language in a text, for example ‘noun’, ‘verb’, ‘conjunction’

  VCEALL363 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL540

  Use simple topic-specific vocabulary encountered in classroom activities

  Elaborations

  • referring to classroom charts and personal vocabulary lists to select vocabulary for writing
  • using learnt topic-specific vocabulary in simple modelled sentences

  VCEALL540 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL537

  Use basic conjunctions to connect ideas

  Elaborations

  • constructing basic compound sentences using common coordinating conjunctions, for example ‘Add the water and mix it together’, ‘She is tall but he is short’

  VCEALL537 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL235

  Use topic-specific vocabulary encountered in classroom activities

  Elaborations

  • referring to classroom charts and personal vocabulary lists to select vocabulary for writing
  • using learnt topic-specific vocabulary in simple modelled sentences

  VCEALL235 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL253

  Use simple conjunctions

  Elaborations

  • using a small range of simple conjunctions such as ‘and’ and ‘but’
  • formulating basic compound sentences with the most common conjunctions, for example ‘I caught a bus and then walked’

  VCEALL253 | Curriculum content | English as an Additional Language (EAL) | Level B1 | 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

• 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

• VCELA259

  Understand that paragraphs are a key organisational feature of written texts

  Elaborations

  • noticing how longer texts are organised into paragraphs, each beginning with a topic sentence/paragraph opener which predicts how the paragraph will develop and is then elaborated in various ways

  VCELA259 | Curriculum content | English | Level 3 | Writing | Language

• VCELA414

  Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives

  Elaborations

  • interpreting complex sentence structures through reading aloud literary texts such as sonnets or plays
  • using cohesive devices when writing complex texts

  VCELA414 | Curriculum content | English | Level 8 | Writing | Language

• VCELY105

  Deliver some comment to a small group

  Elaborations

  • selecting images or objects for presentation to their peers
  • using sentence strips or alternative and augmentative communication to deliver information
  • exploring ways to convey information to others

  VCELY105 | Curriculum content | English | Level C | Speaking and Listening | Literacy

• VCELY125

  Use symbols, letters and words to create a simple statement about an idea or event

  Elaborations

  • creating a drawing and simple statement (of own ‘writing’) about an event
  • participating in the construction of class texts by selecting images and suggesting simple sentences to accompany the image

  VCELY125 | Curriculum content | English | Level D | Writing | Literacy