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• 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

• VCEALL599

  Use simple cohesive devices to structure writing

  Elaborations

  • using common time and sequence markers to link and sequence ideas, such as ‘Yesterday we …’, ‘First we ... Then ... And then …’
  • using a small range of coordinating conjunctions (such as ‘and’, ‘but’), for example ‘I caught a bus and then I walked’
  • using some common subordinating conjunctions, such as ‘as’, ‘when’, ‘until’
  • using pronouns to maintain cohesion and avoid repetition, such as ‘Mary came to school early. She felt very tired’

  VCEALL599 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL441

  Understand the cohesion of ideas between and within paragraphs

  Elaborations

  • locating the topic sentence at the beginning of each paragraph, and finding the key words to identify the main idea
  • reordering sentences in a paragraph to follow a logical order of ideas and language
  • sequencing sentences using conjunctions of time (for example ‘then’, ‘next’, ‘first’, ‘after’) to make a cohesive paragraph
  • understanding items referred to by pronouns, and tracing these references through a text

  VCEALL441 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL468

  Use a range of devices to maintain cohesion

  Elaborations

  • using conjunctions to show adding, cause, contrast or time, such as ‘When we went to the zoo the lions were sleeping. After lunch they woke up and then they roared’
  • using reference items to maintain cohesion, including pronouns (‘she’, ‘him’, ‘it’, ‘their’)
  • connecting ideas using a small range of conjunctions (‘so’, ‘and then’) and connectives (‘Therefore’, ‘In addition’)

  VCEALL468 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL309

  Sequence ideas simply, using short sentences or statements

  Elaborations

  • writing a series of short statements in time sequence, for example ‘I eat breakfast’, ‘I go to school’, ‘I read a book’
  • grouping together short sentences about the same topic, for example ‘Frogs are green’, ‘Frogs have big eyes’, ‘They eat insects’
  • using simple pronoun references to avoid repeating the subject in consecutive sentences, for example ‘Emma came to school early. She felt very tired’ and ‘Yesterday the class went … We went …’

  VCEALL309 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL559

  Use simple cohesive devices to link spoken text

  Elaborations

  • using some coordinating conjunctions (such as ‘and’, ‘but’) to connect clauses, for example ‘I caught a bus and then walked’
  • using some common subordinating conjunctions (such as ‘after’, ‘because’) to connect clauses, for example ‘After we ate lunch, we played a game’
  • using personal pronouns (such as ‘he’, ‘she’, ‘it’) as cohesive devices to connect ideas in spoken text, for example ‘My friend gave me a present. It was a book’

  VCEALL559 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL644

  Show awareness of how cohesive devices organise ideas

  Elaborations

  • locating in a text a small range of connectives (such as ‘then’, ‘so’), pronouns (such as ‘this’, ‘that’) and articles (such as ‘a’, ‘the’)
  • identifying how the use of related vocabulary (synonyms, antonyms or words related to a particular topic) can make connections between parts of a text
  • following the items referred to by reference items through a long text, for example ‘The movement of electricity through some metals can be converted to heat. This is an easy way to heat people’s homes, and the electricity needed to do this is not too expensive’

  VCEALL644 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL624

  Use a range of cohesive devices to link ideas

  Elaborations

  • using a range of coordinating conjunctions (such as ‘and’, ‘but’, ‘or’) to connect clauses, for example ‘She waited for Alex at the station but he didn’t come’
  • using some common subordinating conjunctions (such as ‘after’, ‘because’, ‘before’, ‘if’, ‘while’) to connect clauses, for example ‘Before you open the door, check you have your key’, ‘If it’s raining, I will still come’
  • using pronoun reference as a cohesive device to connect ideas in spoken text, for example ‘Look at the leaves. They’re falling down’

  VCEALL624 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL152

  Write sentences and phrases that reflect simple written-like structures

  Elaborations

  • using a wider range of sentence beginnings, for example foregrounding time or place rather than people
  • writing a series of short statements in time sequence, for example ‘I eat breakfast. I go to school. I read a book’
  • grouping together short sentences about the same topic, for example ‘Frogs are green. Frogs have big eyes. They eat insects’
  • connecting clauses into basic compound or complex sentences using common conjunctions such as ‘and’, ‘but’, ‘and then’, ‘because’, ‘so’
  • using simple pronoun references to avoid repeating the subject in consecutive sentences, for example ‘Archie came to school early. He felt very tired’, ‘Yesterday the class went … We went …’

  VCEALL152 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features