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• VCNRU080

  Use pronunciation rules and apply features of the spoken language being studied such as intonation, stress and rhythm and extend to more advanced spelling and punctuation rules

  Elaborations

  • recognising that pronunciation, rhythm and tempo assist in making meaning in interactions and applying this knowledge to own communication
  • comparing English and sounds and spelling with the language being studied in order to support pronunciation of familiar and unfamiliar words and expressions
  • using accentuation, if applicable, in the language correctly and with appropriate pronunciation
  • building phonic awareness by using and experimenting with sounds and rhythms
  • reinforcing pronunciation, phrasing and intonation skills by reciting and repeating words and phrases in context
  • recognising the role of stress and rhythm in creating emphasis
  • using appropriate spelling and punctuation in a range of written texts

  VCNRU080 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Systems of language

• VCEALA720

  Revise text and proofread for accuracy of expression

  Elaborations

  • evaluating own and peers’ writing with reference to model texts and editing checklists
  • using different strategies to read for different purposes when revising, for example reading aloud to check meaning, reading a sentence backwards to check spelling
  • addressing a range of aspects of accuracy, such as grammatical accuracy, spelling, punctuation

  VCEALA720 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• VCEALA063

  Reread own texts or sentences written by another

  Elaborations

  • reading aloud a text scribed by the teacher
  • copying out a corrected version of own text, for example with corrected spelling or capital letters

  VCEALA063 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALA140

  Write simple sentences with minimal reliance on copying

  Elaborations

  • using common and familiar vocabulary from interactions or familiar classroom contexts and texts
  • using spoken-like language structures based on familiar contexts and interactions, such as simple sentences about personal topics, long compound sentences listing a series of events

  VCEALA140 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALC216

  Copy words, phrases or sentences accurately and carefully

  Elaborations

  • tracing or copying letters, words and sentences written by the teacher
  • making corrections to own writing when copying text

  VCEALC216 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Communication

• VCEALL472

  Combine simple sentences using common conjunctions

  Elaborations

  • combining simple sentences using a range of coordinating and subordinating conjunctions, for example ‘We need trees so we should not cut them all down’, ‘Riding motorbikes can be dangerous, but people still like to do it because it is exciting’

  VCEALL472 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL364

  Read texts that contain compound and complex sentences

  Elaborations

  • reading a small range of factual and fictional texts
  • understanding common coordinating conjunctions (such as ‘and’, ‘but’, ‘so’) and subordinating conjunctions (such as ‘because’, ‘if’, ‘before’)

  VCEALL364 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL580

  Demonstrate awareness of basic sentence and question patterns

  Elaborations

  • ordering words and phrases to create grammatical and logical sentences and questions
  • pointing out the subject, verb and object in sentences such as ‘She bought some fruit’
  • identifying question words such as ‘who’, ‘what’, ‘why’

  VCEALL580 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL388

  Write simple paragraphs with a logical sequence of sentences

  Elaborations

  • grouping sentences about the same topic into a paragraph
  • organising sentences using a simple sequence, for example chronological order of events or strong to weak arguments
  • using key words to write a simple topic sentence that states the main idea of the paragraph

  VCEALL388 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL582

  Understand simple descriptive language within sentences

  Elaborations

  • understanding simple noun groups with adjectives and/or simple possessive pronouns, such as ‘the small chair’, ‘my brother’s bag’
  • understanding describers and classifiers in short noun groups, for example ‘small animals’ and ‘wild animals’
  • recognising common prepositions indicating time and place, such as ‘in’, ‘on’, ‘at’

  VCEALL582 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | 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

• VCEALL313

  Use some conjunctions to connect ideas within a sentence

  Elaborations

  • constructing compound sentences with a small range of coordinating conjunctions (such as ‘and’, ‘but’, ‘so’), for example ‘I caught a bus and then walked’
  • constructing basic complex sentences using some common subordinating conjunctions (such as ‘because’, ‘when’, ‘after’), for example ‘After we finished dinner, Mum wanted to play a game’

  VCEALL313 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL665

  Develop writing through the use of compound and complex sentences

  Elaborations

  • writing compound sentences using a range of coordinating conjunctions, for example ‘They reduce training so they can rest their muscles’
  • constructing complex sentences using subordinating conjunctions, for example ‘Because of the flood, their homes were destroyed’

  VCEALL665 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL073

  Write sentences or phrases that reflect own oral structures

  Elaborations

  • writing simple strings of words that approximate sentences, such as ‘Go to school’, ‘Go home’, ‘Come from’
  • using the most common coordinating conjunctions (‘and’, ‘but’) to connect clauses, sometimes writing run-on sentences, such as ‘At school teacher teach us and we work and we play’
  • writing with some errors in word order, such as ‘I saw a car blue’

  VCEALL073 | Curriculum content | English as an Additional Language (EAL) | Level A1 | 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

• VCEALL605

  Incorporate introduced subject-specific vocabulary into simple sentences

  Elaborations

  • referring to studied texts, classroom charts and personal vocabulary lists for subject-specific vocabulary
  • using related subject-specific terms accurately, such as ‘Tadpoles have gills but frogs have lungs’
  • matching subject-specific words to definitions or labelling diagrams

  VCEALL605 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | 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

• VCELA143

  Recognise that sentences are key units for expressing ideas

  Elaborations

  • learning that word order in sentences is important for meaning (for example 'The boy sat on the dog', 'The dog sat on the boy')
  • creating students' own written texts and reading aloud to the teacher and others

  VCELA143 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCMNA113

  Solve problems by using number sentences for addition or subtraction

  Elaborations

  • representing a word problem as a number sentence
  • writing a word problem to represent a number sentence

  VCMNA113 | Mathematics | Level 2 | Number and Algebra | Patterns and algebra

• VCNRU115

  Develop knowledge of vocabulary and sentence structures to elaborate meaning

  Elaborations

  • extending understanding and use of present, past and future tenses
  • referring to the past, present and future using time indicators
  • expanding use of adjectives
  • developing knowledge of vocabulary relating to, for example, immediate environments, relationships, leisure, hobbies, shopping, travel

  VCNRU115 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language