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• VCEALL160

  Adjust size of writing, colour, layout and choice of media to support meaning

  Elaborations

  • following model texts or templates to lay out learnt text types
  • separating ideas in texts by leaving a line or writing a heading
  • locating images close to relevant written information
  • using a basic software application to format a digital text, for example headings in a larger font, images placed near relevant text

  VCEALL160 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL333

  Describe and identify people, places and things using simple vocabulary for colour, size, place, location, time

  Elaborations

  • using a small range of descriptive vocabulary to communicate about specific people, places and things, for example ‘the big red book’, ‘a park near my house’
  • building simple noun phrases to describe specific people, places and things

  VCEALL333 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• English: Level C achievement standards - Writing

  When writing, students add writing such as scribble to label or comment on drawings, and imitate writing words and sentences. They express and record their wants and needs through a word, a picture or symbol selection. They demonstrate fine motor grasp and manipulating skills such as moving, picking...

  Level description | English | Level C | Writing

• English: Level D achievement standards - Writing

  When writing, students produce ‘text-like’ writing to convey meaning and label images. They trace letter-like patterns moving left to right across a page. They have a preferred writing hand and hold a pencil to trace over lines, shapes and patterns with some accuracy. They colour within a clearly...

  Level description | English | Level D | Writing

• VCEALC484

  Identify single pieces of information from a short, spoken text

  Elaborations

  • identifying information related to common or personally relevant topics, such as colours, numbers, animals
  • asking questions to help identify relevant items of information, for example ‘What colour was it?’ ‘It was blue’

  VCEALC484 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALL180

  Use words from sets related to immediate communicative need, interest or experience

  Elaborations

  • recalling familiar words related to immediate needs, such as family, school, colours, numbers, days
  • referring to charts or vocabulary lists to select words required for communicative needs

  VCEALL180 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALC546

  Communicate needs in common social and school routines

  Elaborations

  • asking questions and following instructions to meet personal needs, such as where to find resources or what colour pen to use
  • understanding common words for social and school purposes, such as ‘I would like …’, ‘I need some help’

  VCEALC546 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCEALC245

  Identify some key points of information in short spoken texts, with guidance

  Elaborations

  • understanding learnt vocabulary and sentence structures in texts
  • pointing to parts of pictures that are mentioned in the text or conversation
  • using questions to help identify relevant items of information, for example Teacher: ‘What colour was it?’ Student: ‘It was blue’

  VCEALC245 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALL259

  Respond to key words in many common instructions

  Elaborations

  • carrying out common instructions, such as ‘Open the windows’, ‘Bring your work’, ‘Use the coloured pencils’
  • clarifying instructions before acting, by recasting key words (‘Open them?’, ‘These pencils?’) or by indicating the objects

  VCEALL259 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCELY011

  Respond to texts within the everyday environment

  Elaborations

  • experiencing texts with different textures, finishes and sound
  • reacting to texts, images and objects that relate to everyday experiences and cultural events
  • using their senses to explore elements within a multimodal text, for example, texture, colour, sound

  VCELY011 | Curriculum content | English | Level A | Reading and Viewing | Literacy

• VCEALC005

  Understand a simple spoken text

  Elaborations

  • listening to a long text with visual support, such as instructions for and a demonstration of a game or art activity
  • recognising familiar vocabulary, for example animal names, colours, time markers
  • identifying single items of information from short spoken texts, such as a number, colour, name
  • answering specific questions about the spoken text that are based on familiar question stems such as ‘Who’, ‘Where’, ‘When’

  VCEALC005 | Curriculum content | English as an Additional Language (EAL) | Level A1 | 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

• VCEALL753

  Use a range of extended descriptive phrases

  Elaborations

  • building noun groups using a range of adverbs, prepositional phrases and relative clauses, for example ‘the unusual colours of the bird’s tail feathers that help it camouflage in the grass’
  • choosing appropriate vocabulary to construct noun groups for imaginative or informative texts, for example ‘a flock of colourful parrots’, ‘less than 10% of native seed-eating birds’

  VCEALL753 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALC167

  Identify basic items of information in short spoken texts

  Elaborations

  • naming or describing pictures, for example using names of people, single words for feelings, colours
  • pointing to relevant parts of pictures when speaking about them
  • answering specific questions about the spoken text based on familiar question stems such as ‘Who …?’, ‘Where was …?’, ‘When did …?’

  VCEALC167 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALL564

  Use words from lexical sets related to communicative need, interest, experience or learning

  Elaborations

  • recalling and applying a range of words related to familiar topics, such as words related to family, school, colours, numbers, days, months
  • using common synonyms (such as ‘hot’ and ‘warm’) and antonyms (such as ‘fast’ and ‘slow’) to communicate a range of meanings
  • connecting a small number of words from a lexical set, for example ‘soccer’, ‘ball’, ‘team’, ‘match’

  VCEALL564 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL320

  Use basic software functions to present text

  Elaborations

  • using a keyboard to type capital and lower-case letters, numbers and basic punctuation marks
  • typing letters, numbers, symbols and words, copying from a print text
  • using simple editing functions such as inserting or deleting a word, and formatting functions such as making text bold or changing the colour

  VCEALL320 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALC087

  Understand key information in a short spoken or multimodal text

  Elaborations

  • identifying familiar words used in a spoken text, such as basic vocabulary, animal names, colours
  • understanding common sentence structures that make connections between ideas, for example ‘I like pets and having fun’
  • using questions to help identify relevant items of information, for example Student 1: ‘What colour was it?’ Student 2: ‘It was blue’
  • pointing to parts of pictures that are mentioned in the text or conversation
  • identifying key points of information from short spoken texts with reduced visual support
  • understanding key information after viewing digital and multimodal texts, such as age-appropriate television shows or movies
  • listening to a story and then retelling or sequencing the story using pictures

  VCEALC087 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALA718

  Understand how the purpose and audience of a text can influence content and form

  Elaborations

  • designing layout and visual features to suit purpose and audience, for example using bright colours in an illustrated story for children
  • transforming texts to suit a different purpose or audience, for example converting a road safety website for learner drivers to a pamphlet for older drivers
  • discussing language choices with regard to purpose and audience, for example reflecting on word choices in a persuasive text

  VCEALA718 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• VCEALA782

  Revise and refine writing in response to feedback from a teacher or peer

  Elaborations

  • giving and interpreting feedback in different formats, for example using coloured or highlighter pens on print texts, review comments on digital texts, feedback checklists
  • incorporating feedback on a range of aspects, for example redrafting a personal recount to edit out unnecessary detail
  • using software to support in-text referencing and reference lists, for example using online reference generators, functions in text editors

  VCEALA782 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Cultural and Plurilingual Awareness

• VCEALC007

  Participate in simple and familiar songs, rhymes and chants

  Elaborations

  • reciting familiar rhymes, songs with actions or lists of words such as days of the week or colours of the rainbow
  • rehearsing formulas or short exchanges based on models, such as ‘Hello, what is your name?’, ‘My name is … What is your name?’, ‘Pleased to meet you’
  • role-playing popular stories or songs, for example ‘Little pig, little pig, let me in’

  VCEALC007 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication