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• VCEALL230

  Write sentences that may not follow standard word order

  Elaborations

  • writing with some errors in word order, such as ‘I saw a car blue’

  VCEALL230 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL605

  Incorporate introduced subject-specific vocabulary into simple sentences

  Elaborations

  • referring to studied texts, classroom charts and personal vocabulary lists for subject-specific vocabulary
  • using related subject-specific terms accurately, such as ‘Tadpoles have gills but frogs have lungs’
  • matching subject-specific words to definitions or labelling diagrams

  VCEALL605 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL516

  Sequence words to make simple, familiar sentences

  Elaborations

  • putting a jumbled sentence from a familiar text into the correct order
  • choosing the correct word to complete a simple cloze or sentence stem

  VCEALL516 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCELA143

  Recognise that sentences are key units for expressing ideas

  Elaborations

  • learning that word order in sentences is important for meaning (for example 'The boy sat on the dog', 'The dog sat on the boy')
  • creating students' own written texts and reading aloud to the teacher and others

  VCELA143 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCMNA113

  Solve problems by using number sentences for addition or subtraction

  Elaborations

  • representing a word problem as a number sentence
  • writing a word problem to represent a number sentence

  VCMNA113 | Mathematics | Level 2 | Number and Algebra | Patterns and algebra

• VCNRU115

  Develop knowledge of vocabulary and sentence structures to elaborate meaning

  Elaborations

  • extending understanding and use of present, past and future tenses
  • referring to the past, present and future using time indicators
  • expanding use of adjectives
  • developing knowledge of vocabulary relating to, for example, immediate environments, relationships, leisure, hobbies, shopping, travel

  VCNRU115 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCNRU047

  Develop knowledge of grammatical elements to construct and expand sentences

  Elaborations

  • describing present, past and future actions, situations and events using familiar verbs
  • using language to express preferences
  • using correct word order to ask questions and make requests
  • using numbers in different contexts, such as telling the time, stating dates, ordering/shopping, or in simple descriptions
  • expanding vocabulary base by using and recognising common everyday nouns

  VCNRU047 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Systems of language

• VCZHU028

  Use nouns, adjectives and simple sentences to record observations

  Elaborations

  • exploring basic sentence structure in Chinese, consisting of subject–verb–object, and learning to analyse sentences in both Chinese and English, for example, ‘What’s the subject in the sentence “My mum drives a car”? How about in the Chinese sentence 我看书? Do sentences work the same way in Chinese and English?’
  • recognising grammatical features and how their use differs in Chinese and English, for example, the lack of articles in Chinese; that adjectives can be used as verbs; limited use of the verb ‘to be’ (是)
  • following patterns of word order and sentence structure and using negation when creating sentences to express own meanings, for example, replacing the subject pronoun in 我喜欢绿色 to create the sentence 我妈妈不喜欢绿色

  VCZHU028 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCZHU012

  Understand that Chinese sentences have a particular word order

  Elaborations

  • replacing words in modelled sentences to express a personal meaning, for example, replacing 弟弟 in 我有弟弟 with 妹妹 to say 我有妹妹
  • stating the subject of a sentence, for example, 我爱妈妈 is about ‘I’, and 妈妈爱我 is about ‘Mum’
  • recognising that simple statements in Chinese tend to follow English word order, but that questions do not, for example, ‘Do you have a cat?’ versus 你有猫吗？
  • recognising that sometimes the verb ‘to be’ is left out in Chinese sentences, for example, 我五岁 rather than 我是五岁

  VCZHU012 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCHIU030

  Build phonic awareness and pronunciation skills through singing, reciting and experimenting with sounds; develop familiarity with the use of the under-dotted characters representing loan sounds in Hindi and conventions governing punctuation marks in written script

  Elaborations

  • creating an alphabet bank, collecting words beginning with each letter, for example, कमल, कसरत, कोयल।
  • imitating the discrimination of unaspirated and aspirated sounds, for example, क-ख, द-ध।
  • understanding that the sound and letter correspondence is the same in written and spoken Hindi, that there are no silent letters or more than one sound for any one letter, apart from the letters ह, य and व, whose pronunciation is influenced by their context
  • understanding that Hindi vowels can be pronounced with a nasal quality added to them which is represented by either a चंद्रबिंदु or a small dot (बिंदु) above the headstroke, for example, हाँ, मैं
  • recognising how to distinguish between nasal vowel sounds and nasal consonants, and the rules that govern how to represent nasal consonant combinations in words such as गंगा, पंजाब, ठंड/ठण्ड, बंद/बन्द and तुम्हारा
  • recognising that there are loan words in Hindi from languages such as English, Persian, Arabic, Turkish and Portuguese, and learning how the underdotted characters क़, ख़, ग़, ज़, फ़ are used to represent such loan sounds
  • recognising how pitch, stress and rhythm help to convey meaning even when individual words are unfamiliar

  VCHIU030 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCEALC590

  Write short factual texts on familiar content, consisting of simple sentences or statements approximating sentences

  Elaborations

  • writing a small range of short school-based text types, for example description, instruction, procedure, narrative
  • following an appropriate structure for the text, using model texts or templates for support

  VCEALC590 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Communication

• VCEALA491

  Use sentence patterns from home language to communicate ideas

  Elaborations

  • using home language sentence patterns or word order, such as ‘the house white’, ‘I very like swimming’

  VCEALA491 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA095

  Use sentence patterns from home language to communicate ideas

  Elaborations

  • using home language sentence patterns or word order, for example ‘the house white’, ‘I very like swimming’
  • formulating original utterances to communicate ideas and combining English vocabulary with home language sentence patterns

  VCEALA095 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA062

  Contribute ideas, words or sentences to a class or group shared story

  Elaborations

  • listening to the contributions of others and adding new or different ideas
  • making suggestions about the ideas to include in the text, for example the people and events to be included
  • drawing on familiar vocabulary and sentence structures to suggest expressions for shared writing

  VCEALA062 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALC217

  Write some familiar words and complete simple, repetitive modelled sentences in writing

  Elaborations

  • writing common classroom words, such as the day and date at the top of a page
  • writing familiar or formulaic words and sentences to communicate personal information, such as ‘My name is …’
  • writing words and simple sentences that come from a familiar class text

  VCEALC217 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Communication

• VCEALC215

  Draw pictures to communicate activities or events and orally dictate sentences for the teacher to record

  Elaborations

  • drawing pictures with some detail of the participants, location and actions of an event
  • orally recounting personal experiences in sequence, with a small amount of detail, for the teacher to write

  VCEALC215 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Communication

• VCEALC295

  Use additional information to support simple narrative or recount sentences

  Elaborations

  • drawing illustrations or diagrams to accompany sentences in a narrative or recount
  • using online storyboarding software to create a simple story map to show the events and characters in a narrative

  VCEALC295 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Communication

• VCEALC056

  Write simple sentences related to own experience or school context

  Elaborations

  • writing familiar words and strings of letters that approximate the pronunciation of words
  • completing sentences giving personal information, for example ‘My name is …’, ‘I have … people in my family’
  • recounting personal experiences in sequence using basic detail

  VCEALC056 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Communication

• VCEALC526

  Write familiar words and simple sentences independently, with enough accuracy to convey meaning

  Elaborations

  • writing common classroom words, such as writing the day and date at the top of a page
  • writing familiar words and sentences to communicate personal information, such as ‘My name is ...’
  • filling in a simple table with some independence, such as students’ countries of origin or ages

  VCEALC526 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Communication

• VCEALC032

  Identify familiar words and simple sentences and match them to images

  Elaborations

  • using images to discern the storyline of a text and predict individual words in texts about familiar topics
  • identifying the main character in an image
  • pointing to images of familiar words, for example ‘apple’, ‘girl’, ‘house’
  • matching a short description to an image, for example ‘a green fruit’

  VCEALC032 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Communication