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• VCEALL021

  Understand the tense of statements or instructions by using time references

  Elaborations

  • understanding common time references in basic sentences, such as ‘We went yesterday’, ‘Tomorrow we will go’, ‘Now we can eat lunch’
  • matching simple verb tense to time words, such as ‘Yesterday we did …’, ‘Tomorrow we do …’
  • sometimes using inconsistent tense when describing events in the past, present and future, for example ‘We waited and then catch the train’

  VCEALL021 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCELA178

  Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances

  Elaborations

  • knowing that, in terms of meaning, a basic sentence or clause represents: a happening or a state (verb), who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase)
  • understanding that a simple sentence expresses a single idea, represented grammatically by a single independent clause (for example 'A kangaroo is a mammal. A mammal suckles its young')

  VCELA178 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCELT342

  Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts

  Elaborations

  • noting how degrees of possibility are opened up through the use of modal verbs (for example, ‘It may be a solution’ as compared to ‘It could be a solution’), as well as through other resources such as adverbs (for example, ‘It’s possibly/probably/certainly a solution’), adjectives (for example, ‘It’s a possible/probable/certain solution’); and nouns (for example, ‘It’s a possibility/probability’)

  VCELT342 | Curriculum content | English | Level 6 | Reading and Viewing | Literature

• VCELY329

  Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

  Elaborations

  • using research from print and digital resources to gather and organise information for writing
  • selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement
  • using vocabulary, including technical vocabulary, appropriate to purpose and context
  • using paragraphs to present and sequence a text
  • using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun reference, adverb and noun groups/phrases for effective descriptions

  VCELY329 | Curriculum content | English | Level 5 | Writing | Literacy

• VCEALL102

  Apply some grammatical rules but may overgeneralise for irregular forms

  Elaborations

  • expressing simple questions mostly accurately, including ‘wh–’ questions such as ‘Where did you live before?’ or yes/no questions such as ‘Is that my book?’
  • expressing statements and commands mostly accurately, such as ‘She went home’, ‘Please give it to me’
  • using correct verb and noun endings with some consistency, such as ‘–ing’, ‘–ed’, ‘–s’
  • overgeneralising some rules, such as formation of plurals (for example ‘mouses’) and past tenses (for example ‘swimmed’, ‘buyed’)
  • understanding some common phrases or clauses in both their full and contracted forms, such as ‘I’m’ and ‘I am’; ‘you’re’ and ‘you are’

  VCEALL102 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCELY299

  Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features

  Elaborations

  • using research from print and digital resources to gather ideas, integrating information from a range of sources, selecting text structure and planning how to group ideas into paragraphs to sequence content, and choosing vocabulary to suit topic and communication purpose
  • using appropriate simple, compound and complex sentences to express and combine ideas
  • using grammatical features including different types of verb groups/phrases, noun groups/phrases, adverb groups/phrases and prepositional phrases for effective descriptions as related to purpose and context (for example, development of a character’s actions or a description in a report)

  VCELY299 | Curriculum content | English | Level 4 | Writing | Literacy