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• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A1 achievement standards - Writing

  At Level A1 students communicate their ideas and experiences simply through drawings, copied writing, dictated texts and their own basic writing, showing evidence of a developing understanding of the writing process. They contribute to shared writing activities. They demonstrate an early awareness...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A1 | Writing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B3 achievement standards - Reading and Viewing

  At Level B3 students read for a range of purposes and identify main ideas and specific information in classroom texts. These texts may be print or digital, including visual, multimodal and interactive.

  Students demonstrate understanding of the main storyline and most key information when...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B3 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B3 achievement standards - Writing

  At Level B3 students communicate for a range of purposes on a variety of familiar topics, using a basic repertoire of text types. They write sequenced and ordered factual texts, and narrative texts that maintain a cohesive storyline and characterisation. They demonstrate an awareness of how effective...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B3 | Writing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C3 achievement standards - Speaking and Listening

  At Level C3 students listen, question and respond successfully in a wide range of social and academic contexts. They demonstrate sufficient control of stress, rhythm and intonation to be understood in most contexts. They use appropriate non-verbal language, take account of purpose and audience...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C3 | Speaking and Listening

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C3 achievement standards - Writing

  At Level C3, through guided activities, students write texts based on an extensive range of fictional and factual text types from across the curriculum, showing an awareness of purpose and audience. They consistently use the basic structures of these text types, and demonstrate consistent but...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C3 | Writing

• VCEALL725

  Use a range of cohesive devices to connect ideas in text

  Elaborations

  • using cohesive devices at the sentence level, for example a range of conjunctions and connectives that show relationships of cause or time
  • using cohesive devices to connect ideas at the word level, such as writing pronouns or synonyms to create chains of ideas

  VCEALL725 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL770

  Recognise and follow complex text connections used to link ideas across sentences and paragraphs

  Elaborations

  • identifying connectives used to link ideas across a text, such as ‘nevertheless’, ‘although’
  • adding a range of conjunctions and connectives to a text to improve cohesion
  • sequencing parts of sentences into a longer cohesive text, using text connectives appropriately

  VCEALL770 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL750

  Use a range of cohesive devices to extend and connect speech

  Elaborations

  • connecting multiple clauses using a range of coordinating and subordinating conjunctions, for example ‘Because of the flooding, they could not access their house and had to evacuate to the school instead’
  • using pronoun references to maintain cohesion throughout an extended text

  VCEALL750 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCELA131

  Use different ways to express needs, likes and dislikes

  Elaborations

  • using communication systems to express preferences and make requests and comments
  • recognising that symbols and signs can be used in conjunction with spoken language to communicate ideas
  • using words, signs or images to express needs and feelings

  VCELA131 | Curriculum content | English | Level D | Speaking and Listening | Language

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 achievement standards - Writing

  At Level A2 students communicate ideas, events and experiences through simple texts based on familiar spoken and written language. They write for a variety of personal and classroom purposes, using known and modelled structures and features. They write everyday texts and simple stories, recounts...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A2 | Writing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Writing

  At Level B2 students write for a range of purposes on familiar topics. They write simple, organised texts demonstrating a developing use of specific vocabulary and simple sentence structures. Their writing demonstrates an understanding of the purposes of common text types, and their structures...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Writing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level BL achievement standards - Writing

  At Level BL students communicate their ideas and experiences simply through written, drawn, copied or dictated texts. They contribute to whole-class or small-group shared writing activities. They demonstrate an early awareness that written texts in English are presented according to certain conventions...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level BL | Writing

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B3 description

  The Level B3 curriculum provides opportunities to enhance students’ knowledge, understanding and skills in relation to their spoken English. Students learn to respond to and use English appropriately in a wide range of contexts. The curriculum focuses on pronunciation, stress and intonation in...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• VCEALL599

  Use simple cohesive devices to structure writing

  Elaborations

  • using common time and sequence markers to link and sequence ideas, such as ‘Yesterday we …’, ‘First we ... Then ... And then …’
  • using a small range of coordinating conjunctions (such as ‘and’, ‘but’), for example ‘I caught a bus and then I walked’
  • using some common subordinating conjunctions, such as ‘as’, ‘when’, ‘until’
  • using pronouns to maintain cohesion and avoid repetition, such as ‘Mary came to school early. She felt very tired’

  VCEALL599 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL688

  Use a range of cohesive devices to extend speech

  Elaborations

  • extending speech by constructing compound sentences using a range of coordinating conjunctions, for example ‘I went to the shops but I didn’t buy anything’
  • extending speech by constructing complex sentences using subordinating conjunctions, for example ‘She doesn’t like fish because of the smell’
  • extending speech by adding prepositional phrases to give additional detail, for example ‘Without realising it was raining, he walked out the door’

  VCEALL688 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL468

  Use a range of devices to maintain cohesion

  Elaborations

  • using conjunctions to show adding, cause, contrast or time, such as ‘When we went to the zoo the lions were sleeping. After lunch they woke up and then they roared’
  • using reference items to maintain cohesion, including pronouns (‘she’, ‘him’, ‘it’, ‘their’)
  • connecting ideas using a small range of conjunctions (‘so’, ‘and then’) and connectives (‘Therefore’, ‘In addition’)

  VCEALL468 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL559

  Use simple cohesive devices to link spoken text

  Elaborations

  • using some coordinating conjunctions (such as ‘and’, ‘but’) to connect clauses, for example ‘I caught a bus and then walked’
  • using some common subordinating conjunctions (such as ‘after’, ‘because’) to connect clauses, for example ‘After we ate lunch, we played a game’
  • using personal pronouns (such as ‘he’, ‘she’, ‘it’) as cohesive devices to connect ideas in spoken text, for example ‘My friend gave me a present. It was a book’

  VCEALL559 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALC741

  Justify a point of view to peers with increasing confidence

  Elaborations

  • rebutting or clarifying an argument, for example ‘No, I mean we should keep the forests to slow down the global warming’
  • using a range of expressions to structure a point of view, including conjunctions (‘because’, ‘so’), subjective language (‘I believe’) and objective language (‘Evidence shows …’)

  VCEALC741 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• VCEALC679

  Use available English repertoire to discuss and justify a point of view on a familiar topic

  Elaborations

  • using a range of expressions to structure a point of view, including conjunctions (‘because’), subjective language (‘I think’) and some objective language (‘It is clear that …’)
  • using a range of learnt subject-specific vocabulary when giving detail about a topic

  VCEALC679 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALL624

  Use a range of cohesive devices to link ideas

  Elaborations

  • using a range of coordinating conjunctions (such as ‘and’, ‘but’, ‘or’) to connect clauses, for example ‘She waited for Alex at the station but he didn’t come’
  • using some common subordinating conjunctions (such as ‘after’, ‘because’, ‘before’, ‘if’, ‘while’) to connect clauses, for example ‘Before you open the door, check you have your key’, ‘If it’s raining, I will still come’
  • using pronoun reference as a cohesive device to connect ideas in spoken text, for example ‘Look at the leaves. They’re falling down’

  VCEALL624 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features