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• VCEALL645

  Read texts that contain compound and complex sentences of two or three clauses

  Elaborations

  • understanding compound sentences using common coordinating conjunctions (such as ‘and’, ‘but’, ‘so’) and complex sentences using subordinating conjunctions (such as ‘because’, ‘if’, ‘before’)

  VCEALL645 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | 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

• VCEALL366

  Use knowledge of sentence structure to predict words or self-correct

  Elaborations

  • self-correcting when reading does not make sense, using knowledge of similar sentences in a repetitive text, or previously learnt sentence structures
  • predicting sentence endings when reading, based on previously learnt grammar, though these predictions may not match the text

  VCEALL366 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL647

  Read and understand sentences containing a small range of descriptive language

  Elaborations

  • understanding an expanding range of describers and classifiers in noun groups, for example ‘small cute animals’ and ‘introduced wild animals’
  • understanding simple comparatives, for example ‘smaller’, ‘more expensive’

  VCEALL647 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL727

  Construct extended sentences using simple relative clauses and a range of common conjunctions

  Elaborations

  • using some basic relative pronouns to produce complex sentences, for example ‘They finally found the cure that they had been searching for’

  VCEALL727 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL151

  Write sustained texts using sentences based on simple repetitive, modelled patterns

  Elaborations

  • writing original sentences with less reliance on copying
  • writing repetitive patterns to produce longer texts, such as ‘I like ..., and I like ...’
  • connecting clauses together to make compound sentences that may run on, for example ‘I came to school and met my friend and then we played handball and then the bell went’
  • using ‘because’ to create dependent clauses, though these may be incomplete sentences, for example ‘We went to the pool. Because it was hot’

  VCEALL151 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL310

  Use simple sentences and phrases with correct subject–verb–object pattern

  Elaborations

  • writing with some errors with agreement, such as ‘I read book’, ‘She watch video’

  VCEALL310 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL152

  Write sentences and phrases that reflect simple written-like structures

  Elaborations

  • using a wider range of sentence beginnings, for example foregrounding time or place rather than people
  • writing a series of short statements in time sequence, for example ‘I eat breakfast. I go to school. I read a book’
  • grouping together short sentences about the same topic, for example ‘Frogs are green. Frogs have big eyes. They eat insects’
  • connecting clauses into basic compound or complex sentences using common conjunctions such as ‘and’, ‘but’, ‘and then’, ‘because’, ‘so’
  • using simple pronoun references to avoid repeating the subject in consecutive sentences, for example ‘Archie came to school early. He felt very tired’, ‘Yesterday the class went … We went …’

  VCEALL152 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL467

  Organise texts in simple, logically ordered paragraphs with topic sentences

  Elaborations

  • grouping sentences on the same topic into paragraphs
  • sequencing sentences logically within the paragraph to develop a simple elaboration or argument
  • writing topic sentences that indicate the topic using key words

  VCEALL467 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL393

  Use a number of common conjunctions to link ideas to create compound and complex sentences

  Elaborations

  • constructing compound sentences with an expanding range of coordinating conjunctions (such as ‘and’, ‘but’, ‘so’), for example ‘I caught the train and then walked to the beach but I didn’t go swimming’
  • constructing complex sentences using some common subordinating conjunctions (such as ‘because’, ‘if’, ‘when’), for example ‘When Sam opened the door, her puppy ran to greet her’, ‘He can’t drink milk because he is allergic’

  VCEALL393 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL445

  Use knowledge of sentence structure to predict words and self-correct

  Elaborations

  • predicting meaning of new words based on knowledge of the base word, such as ‘know’, ‘unknown’, ‘knowledge’
  • inferring the meaning of an unfamiliar word by using known contextual information or ideas in the sentence or paragraph

  VCEALL445 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL534

  Use repetitive or modelled sentences with information about self and experiences

  Elaborations

  • relying on familiar sentence structures and filling in personal details, such as ‘My name is ...’, ‘On the weekend I …’
  • using the same expression in writing as in speech

  VCEALL534 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL711

  Read and understand sentences containing a broad range of descriptive language

  Elaborations

  • understanding complex noun groups that use a range of pointers, counters, describers, classifiers, qualifiers, and concrete and abstract head nouns
  • understanding a range of adverbial phrases, such as ‘very tightly’, and prepositional phrases, such as ‘with a blue pen’

  VCEALL711 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL710

  Identify agent, action and consequence in sentences using passive voice

  Elaborations

  • comparing the structure of sentences in active and passive voice, for example, comparing ‘We completed the experiment’ and ‘The experiment was completed by our group’
  • converting basic active sentences into passive voice

  VCEALL710 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL469

  Use a range of sentence structures appropriate to the text, with some errors

  Elaborations

  • writing with some errors such as complex tenses and agreement

  VCEALL469 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL446

  Use knowledge of sentence structure and content to deduce the meaning of unfamiliar words

  Elaborations

  • using knowledge of sentence structure to deduce the part of speech or function of an unfamiliar word
  • deducing the meaning of unfamiliar words based on known ideas in the sentence or paragraph

  VCEALL446 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL109

  Repeat or modify a sentence or phrase, modelling rhythm, intonation and pronunciation on the speech of others

  Elaborations

  • imitating and rehearsing pronunciation, stress and intonation patterns used by the teacher and peers for a range of interactions and text types
  • saying familiar sentences fluently, with phrasing modelled on other speakers
  • modifying familiar sentences to incorporate personal details, for example ‘I like to play soccer’, ‘I like to play footy’

  VCEALL109 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL019

  Construct simple subject–verb–object sentences that mostly use present tense

  Elaborations

  • constructing basic sentences using subject–verb–object word order, but with non-standard word forms, for example ‘We buy house’
  • constructing short, simple statements showing subject–verb relations with varying accuracy, such as ‘He sick’, ‘Students go’

  VCEALL019 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCELA433

  Explain how authors creatively use the structures of sentences and clauses for particular effects

  Elaborations

  • identifying and analysing aspects of rhetoric in speeches drawn from contemporary and earlier contexts and creating speeches of their own

  VCELA433 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCELY128

  Use software or application by selecting images and suggesting simple sentences to accompany the image

  Elaborations

  • typing simple sentences from a sentence stem
  • recording a simple message or a retelling of a story or event, using a simple text to talk program, switch activated communication device or application such as ‘audio memo’ or ‘Proloque2Go’

  VCELY128 | Curriculum content | English | Level D | Writing | Literacy