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• VCEALA596

  Draw on experience of language patterns in controlled writing activities to express ideas

  Elaborations

  • acquiring new vocabulary and expressions from classroom activities and texts, rather than relying on a dictionary to translate from home language
  • keeping a personal word list that includes English and home language

  VCEALA596 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALC544

  Respond appropriately to a range of commonly encountered questions using short, familiar formulas or expressions

  Elaborations

  • using familiar or formulaic phrases and sentences to respond, such as ‘My name is …’ or ‘Nice to meet you’
  • borrowing words or phrases from the question to respond, for example ‘What is your favourite sport?’ ‘My favourite sport is …’

  VCEALC544 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• 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

• VCEALL563

  Identify key vocabulary and ideas from short, familiar spoken texts, supported by context

  Elaborations

  • recognising familiar and learnt vocabulary in short spoken texts
  • using contextual information, including illustrations, word lists or print texts, to identify key ideas and predict vocabulary

  VCEALL563 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL578

  Locate directly stated information in a text or illustration

  Elaborations

  • using organisational features, such as layout, illustrations and headings, to find information in texts
  • understanding key words in questions or instructions and matching these to illustrations
  • following simple instructions to find information in a digital text by following links and headings

  VCEALL578 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALA594

  Redraft text with support, incorporating corrections and suggestions

  Elaborations

  • following the teacher’s feedback to edit own work, for example correcting spelling, changing word order
  • reading text to the teacher or peers and making changes to the original text in light of the audience’s comments
  • using checklists to review own or peers’ writing

  VCEALA594 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALL605

  Incorporate introduced subject-specific vocabulary into simple sentences

  Elaborations

  • referring to studied texts, classroom charts and personal vocabulary lists for subject-specific vocabulary
  • using related subject-specific terms accurately, such as ‘Tadpoles have gills but frogs have lungs’
  • matching subject-specific words to definitions or labelling diagrams

  VCEALL605 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL602

  Experiment with different tenses and use some common irregular past tense verbs correctly

  Elaborations

  • using a small number of common irregular past tense verbs accurately, such as ‘went’, ‘bought’, ‘woke’
  • matching simple present and past tense verbs to time words, such as ‘Today I have …’, ‘Last week we went …’, ‘They always sit …’
  • experimenting with more complex tenses, with varied accuracy, for example elaborated tenses (‘I have been to …’), negatives (‘They didn’t had …’)

  VCEALL602 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL560

  Choose correct syntactic forms for questions, statements and commands

  Elaborations

  • beginning questions with question words such as ‘who’, ‘what’, ‘when’, ‘how’
  • using auxiliary verbs with some accuracy to construct simple open, closed, positive and negative questions, for example ‘Do you like running?’, ‘Why can’t you eat that?’
  • constructing positive and negative statements using subject + verb, for example ‘I finished’ and ‘The bus arrived’
  • beginning commands with an imperative verb, for example ‘Come over here’, ‘Bring that’

  VCEALL560 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features