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• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C3 achievement standards - Writing

  At Level C3, through guided activities, students write texts based on an extensive range of fictional and factual text types from across the curriculum, showing an awareness of purpose and audience. They consistently use the basic structures of these text types, and demonstrate consistent but...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C3 | Writing

• VCEALL733

  Use punctuation marks to create effects in writing, such as pauses and emphasis

  Elaborations

  • using a range of punctuation consistently, such as full stops, commas, colons, exclamation marks, question marks, apostrophes
  • using commas to indicate pauses and separate clauses
  • using punctuation to create effects in writing, such as commas or ellipses to indicate pauses, exclamation marks to emphasise a point
  • using correct punctuation for direct speech and quotations most of the time

  VCEALL733 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL689

  Construct a range of sentence types

  Elaborations

  • constructing statements, questions and commands with consistent accuracy
  • experimenting with tag endings on questions, for example ‘You didn’t tell him, did you?’, ‘It goes back here, doesn’t it?’

  VCEALL689 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL709

  Read texts with a range of sentence types

  Elaborations

  • understanding compound and complex sentences containing multiple clauses
  • understanding sentences containing some sophisticated features, such as noun groups and modality

  VCEALL709 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALA720

  Revise text and proofread for accuracy of expression

  Elaborations

  • evaluating own and peers’ writing with reference to model texts and editing checklists
  • using different strategies to read for different purposes when revising, for example reading aloud to check meaning, reading a sentence backwards to check spelling
  • addressing a range of aspects of accuracy, such as grammatical accuracy, spelling, punctuation

  VCEALA720 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• VCEALL727

  Construct extended sentences using simple relative clauses and a range of common conjunctions

  Elaborations

  • using some basic relative pronouns to produce complex sentences, for example ‘They finally found the cure that they had been searching for’

  VCEALL727 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL711

  Read and understand sentences containing a broad range of descriptive language

  Elaborations

  • understanding complex noun groups that use a range of pointers, counters, describers, classifiers, qualifiers, and concrete and abstract head nouns
  • understanding a range of adverbial phrases, such as ‘very tightly’, and prepositional phrases, such as ‘with a blue pen’

  VCEALL711 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL710

  Identify agent, action and consequence in sentences using passive voice

  Elaborations

  • comparing the structure of sentences in active and passive voice, for example, comparing ‘We completed the experiment’ and ‘The experiment was completed by our group’
  • converting basic active sentences into passive voice

  VCEALL710 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL726

  Use basic knowledge of grammatical features at the sentence level to argue, persuade, describe, classify, explain or instruct

  Elaborations

  • choosing appropriate sentence structure for purpose, for example using imperatives for instructional texts, passive voice for procedural recounts, causal connectives in explanations

  VCEALL726 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C3 achievement standards - Reading and Viewing

  At Level C3 students demonstrate a basic understanding of the main ideas, issues or plot developments in a range of accessible texts from across the curriculum. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students demonstrate...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C3 | Reading and Viewing

• VCEALC673

  Participate in conversations with a small range of speakers

  Elaborations

  • participating in conversations with a range of familiar people such as peers and teachers
  • using appropriate sentence structures and vocabulary to participate in conversations

  VCEALC673 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALA685

  Talk about cultural differences related to communication

  Elaborations

  • identifying and talking about differences between home language and English at text, sentence and word levels
  • noticing and discussing differences in non-verbal aspects of communication, such as stance, proximity, gestures, eye contact

  VCEALA685 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA722

  Demonstrate the development of metalanguage appropriate to the content and task

  Elaborations

  • using metalanguage related to text and language, for example ‘topic sentence’, ‘verb’, ‘pronoun’
  • recording terminology in personal notes or word lists, with translations in home language or examples from texts

  VCEALA722 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• VCEALC698

  Skim a text for general meaning and scan to find detailed information

  Elaborations

  • skimming a text by identifying key words in the title, headings and topic sentences to determine the purpose and main idea of the text
  • scanning a text to extract details such as names, numbers, specific words, answers to questions

  VCEALC698 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALL725

  Use a range of cohesive devices to connect ideas in text

  Elaborations

  • using cohesive devices at the sentence level, for example a range of conjunctions and connectives that show relationships of cause or time
  • using cohesive devices to connect ideas at the word level, such as writing pronouns or synonyms to create chains of ideas

  VCEALL725 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL688

  Use a range of cohesive devices to extend speech

  Elaborations

  • extending speech by constructing compound sentences using a range of coordinating conjunctions, for example ‘I went to the shops but I didn’t buy anything’
  • extending speech by constructing complex sentences using subordinating conjunctions, for example ‘She doesn’t like fish because of the smell’
  • extending speech by adding prepositional phrases to give additional detail, for example ‘Without realising it was raining, he walked out the door’

  VCEALL688 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL713

  Use contextual cues to infer the meaning of unknown words

  Elaborations

  • using existing vocabulary knowledge to predict the meaning of compound words (such as ‘daydream’) or words with familiar base words (such as ‘unbroken’)
  • using information in the text, such as images, headings or adjacent sentences, to deduce meanings
  • inferring the meaning of unfamiliar words and reading on to maintain fluency, and then checking new words in a dictionary after reading

  VCEALL713 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL724

  Write cohesive texts for a range of purposes

  Elaborations

  • connecting ideas and information at the whole-text level, for example writing topic sentences to focus paragraphs, and to connect paragraphs to the introduction and conclusion
  • ordering ideas in a paragraph so that they follow a logical sequence, for example chronological order, most common to least common examples

  VCEALL724 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features