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• VCEALL646

  Identify some basic language features of texts

  Elaborations

  • identifying types of words in a text, for example rhyming words in a poem, causal connectives in an explanation
  • distinguishing between verb tenses used in different text types, such as the imperative in procedures and the past tense in recounts

  VCEALL646 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL177

  Use common descriptive language

  Elaborations

  • using common adjectives to express affect (‘sad’, ‘happy’, ‘angry’), judgement (‘kind’, ‘mean’) and appreciation (‘beautiful’, ‘yucky’)
  • combining some common adverbs with verbs to describe action, for example ‘walk slowly’, ‘sing well’

  VCEALL177 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL580

  Demonstrate awareness of basic sentence and question patterns

  Elaborations

  • ordering words and phrases to create grammatical and logical sentences and questions
  • pointing out the subject, verb and object in sentences such as ‘She bought some fruit’
  • identifying question words such as ‘who’, ‘what’, ‘why’

  VCEALL580 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL340

  Respond to a short sequence of instructions in a familiar context

  Elaborations

  • understanding and using common classroom action verbs, such as ‘sit’, ‘collect’, ‘open’, ‘stop’
  • understanding and using simple sequence markers, such as ‘first’, ‘next’, ‘and then’
  • asking for clarification, for example ‘What next?’, ‘Is this right?’

  VCEALL340 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL390

  Write sentences with some common errors

  Elaborations

  • writing with some errors such as omission of articles (‘I kicked ball’) and verb endings (‘I am good at defend the goal’), and varied tenses (‘We went to the park and play soccer’)

  VCEALL390 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL175

  Use a small range of learnt word patterns for appropriate purposes

  Elaborations

  • using formulas copied from teacher, peers or texts
  • using formulas to ask questions, aid social interaction or for self-expression, such as ‘What’s the time?’, ‘Excuse me’, ‘Oh, no!’, ‘Very good!’
  • using simple grammatical patterns, for example combining subject plus verb or verb plus object, such as ‘Me eat’ or ‘Go toilet’

  VCEALL175 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL666

  Write using a range of tenses with varied accuracy

  Elaborations

  • controlling simple and continuous present and past tenses, for example ‘They are waiting’, ‘I was walking’
  • attempting more complex tenses, with varied accuracy, for example multi-word verb groups (‘Was not going to say’), elaborated tenses (‘He had not been told yet’)
  • consistently controlling agreement with common subjects and simple verbs, for example ‘I go’, ‘She goes’, ‘It is’, ‘They are’

  VCEALL666 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALA573

  Identify the basic purposes and audiences of different print and digital news media texts

  Elaborations

  • categorising texts as fiction and non-fiction
  • suggesting the purpose and audience of a range of common news media texts, such as websites, news reports, opinion columns, persuasive letters
  • recognising the function of features of an instructional text, such as a title, illustrations, imperative verbs

  VCEALA573 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA148

  Understand a small range of terminology of writing

  Elaborations

  • understanding terminology such as ‘letter’, ‘word’, ‘sentence’, ‘comma’
  • understanding a small range of more technical terminology in structured activities, such as underlining verbs in a short text
  • following instructions for writing, for example ‘Fill in your name’, ‘Write each sentence on a new line’

  VCEALA148 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALC376

  Write simple factual texts

  Elaborations

  • writing a small range of factual texts, such as reports, procedures, captions for images, explanations
  • including some features of text types, such as introduction, list of requirements, steps beginning with a verb in a procedure
  • handwriting texts or typing a caption for a digital image in a software application

  VCEALC376 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Communication

• VCEALC482

  Participate in familiar situations and learning activities

  Elaborations

  • understanding and participating in common classroom routines such as retrieving equipment or forming groups
  • requesting assistance where required, by asking directly or indicating non-understanding through speech or body language
  • understanding common classroom action verbs, such as ‘sit’, ‘collect’, ‘open’, ‘stop’

  VCEALC482 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALL751

  Formulate extended statements with increasing control over grammatical features

  Elaborations

  • formulating extended utterances for a range of purposes, such as making statements, giving instructions, asking questions
  • expanding the detail in statements using a range of grammatical features, including adverbs, noun groups and more complex verb phrases, for example ‘I eventually finished reading that very interesting and sometimes challenging book’

  VCEALL751 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL338

  Use simple forms of modality

  Elaborations

  • understanding simple modality, such as ‘if’, ‘could’, ‘might’, ‘will’, ‘must’, ‘perhaps’, when listening to others
  • beginning to use modality through verbs (‘It might rain’, ‘You can do it’) and adverbs (‘Perhaps I will go’, ‘This is really tasty’)

  VCEALL338 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL335

  Use some grammatical rules consistently

  Elaborations

  • using some grammatical rules consistently, for example formation of regular plurals, such as ‘friends’ and ‘ideas’, or regular past tense verbs, such as ‘walked’ and ‘helped’
  • over-generalising some grammatical rules, for example in formation of plurals, such as ‘mouses’ and ‘sheeps’, or in forming past tense, such as ‘eated’ and ‘buyed’

  VCEALL335 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL796

  Use a range of digital formats and images to enhance meaning and impact

  Elaborations

  • producing texts in a range of digital formats, such as text documents, slides, infographics, simple websites, videos
  • using advanced writing and formatting functions in software applications, such as spellchecker, font styles, paragraph formatting
  • using modal verbs, including with complex tenses, such as ‘They should not have to go’, ‘This needs to be considered’

  VCEALL796 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCELY358

  Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience

  Elaborations

  • creating informative texts for two different audiences, such as a visiting academic and a Level 3 class, that explore an aspect of biodiversity
  • using rhetorical devices, images, surprise techniques and juxtaposition of people and ideas and modal verbs and modal auxiliaries to enhance the persuasive nature of a text, recognising and exploiting audience susceptibilities

  VCELY358 | Curriculum content | English | Level 6 | Writing | Literacy

• VCEALC088

  Follow a short sequence of instructions related to classroom procedures or learning activities

  Elaborations

  • following a range of classroom instructions, for example book borrowing procedures, rules for using computers
  • ordering information from a short spoken text using visual images
  • identifying key words and phrases that refer to known objects in the classroom or locations in the school
  • understanding common classroom action verbs such as ‘sit’, ‘collect’, ‘open’, ‘stop’
  • using contextual information to clarify or confirm instructions, for example the teacher’s gestures, the actions of peers

  VCEALC088 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALL691

  Use longer descriptive phrase

  Elaborations

  • using possessive pronouns, for example ‘Their habitats’, ‘Its colours’
  • including some simple quantifiers, such as ‘some’, ‘a few’, ‘many’, ‘any’; for example ‘Their few small habitats’
  • using an expanding range of adjectives as describers and qualifiers, for example ‘The bird’s unusual colours’
  • using adverbs and levels of possibility as modifiers to add detail to verbs, for example ‘He trains diligently’, ‘She will definitely succeed’

  VCEALL691 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL420

  Respond to a sequence of instructions

  Elaborations

  • identifying key words used in the instructions, for example names of classroom items, software functions or action verbs, such as ‘workbook’, ‘paste’, ‘rule’
  • understanding a small number of instructions and following them in sequence, such as ‘Open your book to a new page. Rule up the page and write the date. Then copy the heading from the board’
  • asking for clarification, for example ‘Do I rule it up like this?’

  VCEALL420 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL023

  Demonstrate variable placement of common adjectives to describe or add emphasis

  Elaborations

  • combining an adjective with a noun to create simple noun groups, with varying accuracy, such as ‘big truck’, ‘car blue’
  • using a small range of common adverbs, such as ‘slowly’, ‘very’
  • combining some common adverbs with verbs to describe action, with varying accuracy, for example ‘walk slowly’, ‘sing good’
  • using common adverbs to vary intensity, for example ‘very hot’, ‘little bit funny’

  VCEALL023 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features