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• VCEALL045

  Rely on content words to understand the main idea in a text

  Elaborations

  • recognising common or learnt words in class texts
  • suggesting the topic of a text based on understanding content words in a title

  VCEALL045 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL732

  Employ a range of strategies to spell words with increasing accuracy

  Elaborations

  • applying knowledge of spelling conventions and phonic knowledge to new words, for example to distinguish between ‘mat’ and ‘mate’
  • learning an expanding repertoire of sight words from shared texts and classroom activities
  • referring to print and digital charts, dictionaries and texts to check and confirm spelling

  VCEALL732 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL230

  Write sentences that may not follow standard word order

  Elaborations

  • writing with some errors in word order, such as ‘I saw a car blue’

  VCEALL230 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL775

  Use contextual cues to interpret difficult words

  Elaborations

  • predicting meaning of new words based on knowledge of the base word, such as ‘educate’, ‘uneducated’, ‘education’
  • inferring the meaning of an unfamiliar word by using contextual information such as the topic of the text, meaning of adjacent sentences and meanings of familiar words in the same sentence

  VCEALL775 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL755

  Use words with multiple meanings across curriculum areas

  Elaborations

  • using a range of vocabulary learnt from different curriculum areas in spoken texts, such as discussions, presentations
  • using different specialist and everyday meanings of words, such as using ‘state’ in reference to a territory, a state of matter and a state of affairs

  VCEALL755 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL749

  Produce extended speech, using connectives and signal words

  Elaborations

  • extending and elaborating in spoken texts by giving detail such as cause, contrast, evidence
  • using a range of connectives to indicate relationships (such as time, sequence, result, contrast and addition), for example ‘unless’, ‘in that case’, ‘however’, ‘this shows …’

  VCEALL749 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• 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

• VCEALL516

  Sequence words to make simple, familiar sentences

  Elaborations

  • putting a jumbled sentence from a familiar text into the correct order
  • choosing the correct word to complete a simple cloze or sentence stem

  VCEALL516 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL155

  Use high-frequency words encountered in classroom activities

  Elaborations

  • spelling accurately high-frequency words and words learnt in class, such as ‘the’, ‘and’, ‘is’, ‘it’
  • referring to classroom charts and personal vocabulary lists to access topic words
  • using sound or visual features to spell new words, for example ‘evry’

  VCEALL155 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALA225

  Use home language to express ideas

  Elaborations

  • writing in home language script or transliterating the sound of a home language word in Roman letters when the English word is unknown
  • asking language peers to explain the meaning of a home language word when asked by the teacher, for example by pointing, drawing or using known language

  VCEALA225 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• English | English as an Additional Language (EAL): Structure

  The English as an Additional Language (EAL) curriculum is organised by pathways, language modes and strands.

  Pathways

  The EAL curriculum is a continuum structured as three EAL pathways (A, B, C). Each pathway describes a different stage of English-language learning (early, mid and late), and...

  Overview material | English as an Additional Language (EAL)

• VCEALC503

  Read short, familiar texts

  Elaborations

  • identifying letters, numbers, words and logos on signs and labels
  • reading aloud short passages from own writing, texts written by a teacher, or a familiar text used in class

  VCEALC503 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALL372

  Develop a small range of skills to create and navigate a simple digital text, including multimodal and interactive texts

  Elaborations

  • typing in letters and words, copying from a print text or typing short original texts
  • following step-by-step instructions to navigate a digital text using menu items or links

  VCEALL372 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL522

  Interpret basic punctuation and spacing

  Elaborations

  • identifying common punctuation, such as full stops, question marks
  • counting words in a sentence or on a line, based on spacing
  • using capital letters and full stops to identify and count sentences in a text

  VCEALL522 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL451

  Create, edit and navigate a simple digital text, including visual, multimodal and interactive texts

  Elaborations

  • editing texts in simple ways, including deleting or inserting letters, words, punctuation and symbols
  • recognising icons used for common functions, such as search, download or print
  • reading menus or links in order to navigate a website

  VCEALL451 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL081

  Use some conventions for printed English

  Elaborations

  • using conventional pencil grip when forming letters and numbers
  • writing from left to right and top to bottom
  • leaving a space between words
  • using ruled lines to guide writing on the page

  VCEALL081 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL239

  Demonstrate basic keyboard skills

  Elaborations

  • identifying basic letters, numbers, symbols and punctuation marks on a keyboard
  • placing a cursor in the correct position on a document page
  • using a mouse to scroll through a document
  • copying basic words from a text

  VCEALL239 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALA066

  Clarify the meaning of a word in home language and ask for the word to be written so it can be copied

  Elaborations

  • talking to home language peers to explain the idea in home language and ask for a translation into English
  • asking peers or the teacher to write the word in English after hearing the translation

  VCEALA066 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALL080

  Spell with accuracy some consonant–vowel–consonant words and common words learnt in the classroom

  Elaborations

  • spelling some high-frequency words accurately from memory, including own name, short words used regularly, and consonant–vowel–consonant words such as ‘bag’, ‘top’, ‘get’
  • referring to classroom charts and personal vocabulary lists to check and confirm the spelling of high-frequency words
  • recording high-frequency words in a personal vocabulary list

  VCEALL080 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL600

  Use single-word subject–verb–object word order in simple sentences and noun–pronoun agreements with few errors

  Elaborations

  • constructing basic sentences using single words for subjects, verbs and objects in the correct order, such as ‘I learn English’, ‘Yesterday we watch video’
  • using noun–pronoun agreement with varied accuracy, for example ‘I like apples’, ‘She like oranges’

  VCEALL600 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features