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• VCEALL473

  Use some antonyms and synonyms

  Elaborations

  • using a range of synonyms to avoid repetition
  • accessing resources such as word lists or a print or online thesaurus to help identify antonyms and synonyms

  VCEALL473 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL315

  Incorporate learnt vocabulary into writing

  Elaborations

  • matching words to definitions or labelling diagrams
  • referring to classroom charts and personal vocabulary lists for key vocabulary

  VCEALL315 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCELA120

  Understand that language can be represented as written text

  Elaborations

  • identifying object or action by matching object to word
  • contributing text during shared writing experiences

  VCELA120 | Curriculum content | English | Level D | Writing | Language

• VCELA199

  Understand that language is used in combination with other means of communication

  Elaborations

  • recognising the effect of words, symbols, gestures and body language on the way communications are received by others

  VCELA199 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCELA296

  Recognise homophones and know how to use context to identify correct spelling

  Elaborations

  • using meaning and context when spelling words, for example when differentiating between homophones such as ‘to’, ‘too’, ‘two’

  VCELA296 | Curriculum content | English | Level 4 | Writing | Language

• VCELA398

  Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication

  Elaborations

  • discussing how particular perspectives of the same event are portrayed through the combination of images and words in various media texts

  VCELA398 | Curriculum content | English | Level 8 | Reading and Viewing | Language

• VCELA203

  Identify the separate phonemes in consonant blends or clusters at the beginnings and ends of syllables

  Elaborations

  • clapping the syllables in words and identifying the separate consonant sounds in blends or clusters in each syllable, for example in 'frost' and 'play-ing'

  VCELA203 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCELA007

  React to preferred sounds

  Elaborations

  • encountering words, objects, images and sounds being used and linked
  • attempting to make sounds and noises to gain attention and develop interactions

  VCELA007 | Curriculum content | English | Level A | Reading and Viewing | Language

• VCELA038

  Know that an object has a name

  Elaborations

  • pointing towards or naming an object to communicate a choice
  • recognising that single words, signs or switches can communicate a need

  VCELA038 | Curriculum content | English | Level B | Reading and Viewing | Language

• VCELA039

  Recognise an object when named, signed or shown in an image

  Elaborations

  • exploring multimodal texts that reinforce the link between an image and related noun, for example between and image and spoken words
  • recognising the connection between an object and spoken words, sign or alternative and augmentative communication representation
  • recognising the connection between spoken words and images, for example looking at or for an object or image when they hear the word such as 'dog', 'lunch box'
  • recognising the connection between the image or sign and the object, for example looking at/ touching an image to request an object such as a drink or stopping when told ‘stop’

  VCELA039 | Curriculum content | English | Level B | Reading and Viewing | Language

• VCELT409

  Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays

  Elaborations

  • select an aspect of a text such as a sentence pattern or an image or word and adapt it for a new context explaining how the change will affect meaning

  VCELT409 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCELT173

  Modify familiar texts

  Elaborations

  • changing familiar texts by innovating on elements of text structure, for example replacing rhyming words or substituting verbs with other verbs

  VCELT173 | Curriculum content | English | Foundation Level | Speaking and Listening | Literature

• VCELY469

  Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence

  Elaborations

  • identifying the meaning of an increasing range of subtle vocabulary, for example inferring the different connotations of words in advertising texts from other cultures

  VCELY469 | Curriculum content | English | Level 10 | Reading and Viewing | Literacy

• VCELY152

  Read texts with familiar structures and features, practising phrasing and fluency, and monitor meaning using concepts about print and emerging phonic, semantic, contextual and grammatical knowledge

  Elaborations

  • navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word
  • reading aloud with attempts at fluency and intonation
  • attempting to work out unknown words by combining contextual, semantic, grammatical and phonic knowledge
  • predicting what might happen on the basis of experience of this kind of text; at the sentence level predicting the meaning on the basis of syntax and word meaning

  VCELY152 | Curriculum content | English | Foundation Level | Reading and Viewing | Literacy

• VCELY117

  Read a simple sentence or pictorial representation of a sentence

  Elaborations

  • repeating predictable text and refrains from a familiar story
  • identifying and selecting a small number of words or symbols within an environmental text

  VCELY117 | Curriculum content | English | Level D | Reading and Viewing | Literacy

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C4 description

  The Level C4 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English in order to make them more autonomous users of language. At this level, students learn to use their expanding vocabulary and knowledge of a broad range of grammatical...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C3 description

  The Level C3 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English. At this level, students learn to listen, question and respond in English in a broad range of contexts. Students are provided with a variety of listening and speaking...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• VCEALA332

  Use home language resources to support understanding of classroom English

  Elaborations

  • using home language and English to ask for or give clarification of classroom instructions, vocabulary and subject content with same language peers
  • accessing home language or bilingual resources such as dictionaries, online translation tools or information texts to support understanding of classroom content
  • recording words and information in a personal word list in both home language and English

  VCEALA332 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA143

  Demonstrate understanding that handwritten texts usually need to be planned, edited and presented

  Elaborations

  • using graphic organisers to develop a simple plan for writing
  • editing and re-drafting writing by using simple strategies
  • reading own writing aloud to check meaning
  • following feedback from teacher or peers to delete or add words to clarify meaning
  • correcting spelling with reference to word lists or dictionaries

  VCEALA143 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA555

  Use home language to formulate speech in English and communicate ideas

  Elaborations

  • formulating original utterances to communicate ideas, combining English vocabulary with home language sentence patterns
  • referring to home language while formulating speech, which may be reflected in pauses and hesitation
  • translating word for word from home language to English, before adapting the translation using English sentence structure

  VCEALA555 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Cultural and Plurilingual Awareness