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• VCEALL597

  Show some organisation of subject matter and attempt the structure of a specified text

  Elaborations

  • structuring simple stories, for example with a beginning, a middle and an end
  • writing information under headings or in a template to follow a basic text structure
  • sorting jumbled sentences into groups or short paragraphs based on related topics

  VCEALL597 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL258

  Attempt to self-correct

  Elaborations

  • self-correcting pronunciation based on feedback from the listener
  • re-pronouncing words or rephrasing sentences with guidance from the listener
  • rephrasing utterances in simple ways when the listener indicates they have not understood

  VCEALL258 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL786

  Write a range of cohesive texts with accuracy

  Elaborations

  • connecting ideas at the whole-text level using organisational features, such as detailed introductions containing a preview of key ideas, conclusions containing a clear summary
  • writing cohesive paragraphs with logical connections between ideas in each sentence

  VCEALL786 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• 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

• VCEALL286

  Read some familiar words and phrases

  Elaborations

  • using previous knowledge to read familiar words and phrases in unfamiliar texts, such as words from a high-frequency word list and sentence starters such as ‘Once upon a time …’ and ‘Today is …’

  VCEALL286 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL233

  Use basic conjunctions to connect ideas

  Elaborations

  • constructing basic compound sentences using common coordinating conjunctions (such as ‘and’ and ‘but’), for example ‘I went beach and go swimming’, ‘Want to play outside but it rain’

  VCEALL233 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL153

  Write common nouns and adjectives in the correct order in formulaic structures

  Elaborations

  • building short noun phrases using adjectives, such as ‘the blue car’
  • using simple comparative adjectives in basic sentences with varied accuracy, for example ‘My brother bigger than me’

  VCEALL153 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL314

  Use formulaic structures

  Elaborations

  • using formulaic time markers, such as ‘On Monday …’, ‘First …’, ‘After that …’, ‘Last …’
  • using formulaic sentence beginnings throughout a text, for example ‘On the weekend I … And then I … Then I …’

  VCEALL314 | Curriculum content | English as an Additional Language (EAL) | Level B1 | 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

• VCEALL149

  Use a variety of simple text structures

  Elaborations

  • relying on templates or model texts for organisational structure, for example using an introduction, body paragraphs and a conclusion
  • copying topic sentences or parts of sentences to support idea generation and to structure writing
  • reflecting the vocabulary and structure of spoken English in print texts
  • using a variety of simple text structures, such as a title, an opening, an ending, a caption
  • using basic conjunctions and connectives to show time and sequence, such as ‘On Saturday I … We went … We saw … I went ... Then I ... And then ...’

  VCEALL149 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALA743

  Shift between using formal and informal registers in response to purpose and context

  Elaborations

  • responding in the appropriate register by matching elements of body language, voice, expression, and use of personal or impersonal language
  • using knowledge of topic vocabulary and a range of sentence structures to formulate appropriate responses
  • using idiomatic and colloquial language appropriately and spontaneously

  VCEALA743 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC136

  Write short, simple texts independently

  Elaborations

  • imitating the structure and style of familiar texts by using similar vocabulary, repetitive patterns, similar content or characters
  • writing phrases and short sentences learnt from repetition, chorusing or a familiar class text
  • completing cloze activities based on a class text experience
  • writing simple phrases as captions or explanations for images

  VCEALC136 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Communication

• VCEALC454

  Use a range of visual material or other cues to support factual texts

  Elaborations

  • adding labelled diagrams or illustrations to an information report or report on a science experiment
  • creating a mind map to summarise the facts in a text, in the introduction or conclusion section
  • writing a dot-point list to outline key ideas in a report, using a simple introductory sentence stem, for example ‘The main effects of air pollution are: …’

  VCEALC454 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Communication

• VCEALC634

  Locate specific information in fictional and factual texts using guide questions

  Elaborations

  • locating specific information in factual print texts by using organisational features such as headings or topic sentences
  • retelling ideas or events from familiar texts in response to guide questions
  • making connections between ideas stated directly and close together; for example predicting the ending, linking a diagram and label, linking simple cause and effect

  VCEALC634 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Communication

• VCEALC635

  Read long, complex texts with support from the teacher

  Elaborations

  • reading a new story with occasional prompts and corrections from the teacher
  • identifying key words from questions in headings or topic sentences in order to extract key information from a factual text
  • giving a personal response, such as expressing a point of view

  VCEALC635 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Communication

• VCEALC480

  Show understanding of some frequently occurring English words and phrases

  Elaborations

  • understanding a small range of frequently occurring greetings, simple sentences and simple instructions in the classroom, such as ‘partner’ and ‘sit down’
  • using supporting resources to understand classroom language, for example classroom charts, vocabulary lists and contextual information, such as the actions of other students

  VCEALC480 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALC742

  Prepare and deliver an extended talk that reflects a clear progression of ideas relevant to the audience and purpose

  Elaborations

  • using organisational features of texts to structure and connect complex ideas logically, such as topic sentences or preview and review
  • developing an appropriate style of speech for the purpose, whether to inform, persuade or entertain
  • planning and rehearsing in order to enhance structure, content, language and presentation style

  VCEALC742 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• VCEALC139

  Illustrate texts purposefully

  Elaborations

  • connecting image to sections of a text, for example drawing the body of a frog, its habitat and its life cycle
  • writing a descriptive caption or label for an image
  • drawing images or diagrams to accompany sentences in a narrative or recount
  • using an online storyboarding application to create a simple story map to show the events and characters in a narrative

  VCEALC139 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Communication

• 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

• VCEALL669

  Use modelled subject-specific vocabulary appropriately

  Elaborations

  • using subject-specific vocabulary accurately in sentences or short modelled texts
  • labelling diagrams or filling in tables using subject-specific vocabulary
  • recording subject-specific vocabulary in an organised way, for example using a word cline, word map or labelled diagram

  VCEALL669 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features