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• 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

• VCELA179

  Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

  Elaborations

  • talking about effective words that describe a place, person or event
  • learning how a sentence can be made more vivid by adding adjectives, adverbs and unusual verbs

  VCELA179 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCELA259

  Understand that paragraphs are a key organisational feature of written texts

  Elaborations

  • noticing how longer texts are organised into paragraphs, each beginning with a topic sentence/paragraph opener which predicts how the paragraph will develop and is then elaborated in various ways

  VCELA259 | Curriculum content | English | Level 3 | Writing | Language

• VCELA414

  Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives

  Elaborations

  • interpreting complex sentence structures through reading aloud literary texts such as sonnets or plays
  • using cohesive devices when writing complex texts

  VCELA414 | Curriculum content | English | Level 8 | Writing | Language

• VCELY105

  Deliver some comment to a small group

  Elaborations

  • selecting images or objects for presentation to their peers
  • using sentence strips or alternative and augmentative communication to deliver information
  • exploring ways to convey information to others

  VCELY105 | Curriculum content | English | Level C | Speaking and Listening | Literacy

• VCELY125

  Use symbols, letters and words to create a simple statement about an idea or event

  Elaborations

  • creating a drawing and simple statement (of own ‘writing’) about an event
  • participating in the construction of class texts by selecting images and suggesting simple sentences to accompany the image

  VCELY125 | Curriculum content | English | Level D | Writing | Literacy

• VCMNA132

  Recognise and explain the connection between addition and subtraction

  Elaborations

  • demonstrating the connection between addition and subtraction using partitioning or by writing equivalent number sentences
  • solving simple word problems involving addition or subtraction

  VCMNA132 | Mathematics | Level 3 | Number and Algebra | Number and place value

• 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

• German - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask questions such as, Bist du fertig? Was machst du...

  Level description | Languages | German | F–10 Sequence | Levels 5 and 6

• Hindi - 7–10 Sequence: Levels 7 and 8 description

  Students develop explicit knowledge of the forms and functions of language elements that some may already use fluently in their spoken language. Literacy development provides the opportunity not only to read and write the language but also to understand how it is formed and how it works. Students...

  Level description | Languages | Hindi | 7–10 Sequence

• Indonesian - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students share factual information and opinions about their personal worlds, including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with others orally and in writing, asking and responding to questions using Siapa, Apakah, Berapa...

  Level description | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8