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• VCEALL601

  Use single clauses, or use simple coordinating and subordinating conjunctions to combine clauses

  Elaborations

  • constructing compound sentences with a range of coordinating conjunctions (such as ‘and’, ‘but’), for example ‘They knocked on door but nobody answered’
  • constructing complex sentences using some common subordinating conjunctions (such as ‘as’, ‘when’, ‘until’), for example ‘When they arrived, they knocked on door’

  VCEALL601 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALA379

  Write using language that is beginning to reflect the features of written language more than the features of spoken language

  Elaborations

  • expanding vocabulary to incorporate more topic-specific words
  • developing simple plans to support writing with some structure and complexity at the text, paragraph and sentence level

  VCEALA379 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA222

  Rewrite following explicit correction

  Elaborations

  • copying out a corrected version of own text, for example with corrected spelling or capital letters
  • attempting to self-correct by copying spelling or sentences from classroom texts

  VCEALA222 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA221

  Contribute ideas to shared writing activities

  Elaborations

  • making suggestions about the ideas to include in the text, for example the people and events
  • drawing on familiar vocabulary and sentence structures to suggest expressions for shared writing

  VCEALA221 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA059

  Respond to the terms ‘writing’ and ‘drawing’ appropriately

  Elaborations

  • following instructions to write or draw, such as ‘Write your name’, ‘Draw a face’
  • understanding that English writing consists of words formed by letters, and sentences comprising words

  VCEALA059 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALC609

  Provide information or assistance when requested in classroom interactions

  Elaborations

  • constructing relevant and useful responses using appropriate sentence structures and vocabulary
  • taking action in response to requests, such as responding to a teacher or assisting a peer

  VCEALC609 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• VCEALC612

  Understand the gist of context-reduced spoken texts

  Elaborations

  • understanding texts that are less dependent on immediate contextual support such as images
  • applying knowledge of text structures, such as introduction or topic sentences, to follow key messages

  VCEALC612 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• VCEALC401

  Contribute information, express ideas and give reasons for opinions in group tasks or classroom discussions

  Elaborations

  • contributing information that elaborates or clarifies the topic, or expressing ideas or opinions in response to other speakers
  • using a range of topic vocabulary and sentence structures that connect ideas

  VCEALC401 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• VCEALC294

  Write known phrases around familiar language

  Elaborations

  • writing phrases and short sentences learnt from repetition, chorusing or a familiar class text
  • writing simple phrases as captions or explanations for drawings

  VCEALC294 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Communication

• VCEALL395

  Use modelled vocabulary appropriately

  Elaborations

  • using modelled vocabulary accurately in sentences or short modelled texts
  • selecting appropriate vocabulary from classroom charts, personal dictionary and class texts

  VCEALL395 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL229

  Sequence a small number of ideas simply

  Elaborations

  • writing or dictating simple statements in time sequence, for example ‘Get my bag’, ‘Eat lunch’
  • writing numbers to show the sequence of pictures or simple sentences

  VCEALL229 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL363

  Understand and use a range of learnt metalanguage to talk about text

  Elaborations

  • matching labels to parts of a text, such as ‘introduction’, ‘topic sentence’, ‘example’
  • identifying and labelling learnt features of language in a text, for example ‘noun’, ‘verb’, ‘conjunction’

  VCEALL363 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL540

  Use simple topic-specific vocabulary encountered in classroom activities

  Elaborations

  • referring to classroom charts and personal vocabulary lists to select vocabulary for writing
  • using learnt topic-specific vocabulary in simple modelled sentences

  VCEALL540 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL537

  Use basic conjunctions to connect ideas

  Elaborations

  • constructing basic compound sentences using common coordinating conjunctions, for example ‘Add the water and mix it together’, ‘She is tall but he is short’

  VCEALL537 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL235

  Use topic-specific vocabulary encountered in classroom activities

  Elaborations

  • referring to classroom charts and personal vocabulary lists to select vocabulary for writing
  • using learnt topic-specific vocabulary in simple modelled sentences

  VCEALL235 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL253

  Use simple conjunctions

  Elaborations

  • using a small range of simple conjunctions such as ‘and’ and ‘but’
  • formulating basic compound sentences with the most common conjunctions, for example ‘I caught a bus and then walked’

  VCEALL253 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL342

  Use pronunciation and non-verbal features to support communication

  Elaborations

  • imitating features of the speech of others, including the teacher, peers and speakers in video or audio clips
  • practising pronunciation, rhythm and intonation by repeating words, phrases and sentences

  VCEALL342 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL127

  Use developing knowledge of English to predict some words or phrases

  Elaborations

  • finishing familiar phrases or sentences from known texts
  • recognising the ways in which new and already known information is presented in sentences
  • using knowledge of familiar words and phrases to make predictions about sentences and collocations, such as for collocations with ‘take’, for example ‘Don’t take the bus. It’s faster if you take the train’, ‘Why did you take so many photos?’

  VCEALL127 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | 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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 achievement standards - Writing

  At Level A2 students communicate ideas, events and experiences through simple texts based on familiar spoken and written language. They write for a variety of personal and classroom purposes, using known and modelled structures and features. They write everyday texts and simple stories, recounts...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A2 | Writing