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• VCEALC738

  Understand the point of view and message of an unfamiliar speaker, with minimal support

  Elaborations

  • applying knowledge of text structures, such as introduction or topic sentences, to predict key messages and recognise repeated points
  • using information from support materials, such as relevant background knowledge provided beforehand, to identify main topics and key words

  VCEALC738 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• VCEALC406

  Understand a new topic delivered with extensive contextual and teacher support

  Elaborations

  • making links between the spoken information, written text and visual support to understand connections between ideas in the topic
  • paraphrasing or briefly explaining the topic, using key words and sequencing ideas to reflect the lesson

  VCEALC406 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• VCEALC244

  Understand the language of classroom routines

  Elaborations

  • understanding common classroom action verbs such as ‘sit’, ‘collect’, ‘pack up’
  • following simple task instructions by relying on key words or phrases in context
  • making simple requests and expressing needs, thoughts and opinions

  VCEALC244 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALL100

  Combine known formulas, structures and other vocabulary to communicate

  Elaborations

  • creating original utterances by using new words with known sentence structures, for example ‘Yesterday I went to the swim’
  • using a range of question beginnings, such as ‘Who’, ‘Where’, ‘How’, ‘Why’, ‘Do you …?’, ‘Can I …?’

  VCEALL100 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL339

  Self-correct pronunciation and grammar

  Elaborations

  • assessing the listener’s understanding based on body language, facial expressions and direct feedback
  • seeking assistance from speech partners to re-pronounce words or rephrase sentences
  • attempting to self-correct pronunciation and grammar

  VCEALL339 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL692

  Comprehend familiar and specific curriculum area vocabulary in a spoken or digital text

  Elaborations

  • matching familiar and learnt vocabulary in spoken texts to print information such as transcripts or word lists
  • using specific curriculum area vocabulary when responding to texts, for example in discussions or presentations

  VCEALL692 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL668

  Use a varied and appropriate vocabulary

  Elaborations

  • choosing from a growing range of common topic vocabulary and familiar words
  • beginning to use a small range of synonyms to avoid repetition
  • selecting appropriate vocabulary from classroom charts, a personal dictionary and texts

  VCEALL668 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL474

  Use a range of key vocabulary appropriately

  Elaborations

  • using varied vocabulary accurately in texts such as explanations, information reports or descriptions
  • labelling detailed diagrams or filling in tables using key vocabulary
  • recording key vocabulary systematically, for example using a word map or labelled diagram

  VCEALL474 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL341

  Use, in speech, vocabulary and structures learnt from spoken and written texts

  Elaborations

  • rehearsing and repeating memorable new terminology, for example the names of ingredients in a recipe or rhyming words from a poem
  • incorporating new vocabulary from written texts in conversations and presentations

  VCEALL341 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL258

  Attempt to self-correct

  Elaborations

  • self-correcting pronunciation based on feedback from the listener
  • re-pronouncing words or rephrasing sentences with guidance from the listener
  • rephrasing utterances in simple ways when the listener indicates they have not understood

  VCEALL258 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL731

  Use a growing range of simple vocabulary

  Elaborations

  • using a small range of synonyms to avoid repetition
  • understanding differences between specialised or colloquial language, for example ‘feline’, ‘cat’ and ‘moggy’
  • accessing resources such as class texts, word lists, a print or online thesaurus to expand vocabulary

  VCEALL731 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL725

  Use a range of cohesive devices to connect ideas in text

  Elaborations

  • using cohesive devices at the sentence level, for example a range of conjunctions and connectives that show relationships of cause or time
  • using cohesive devices to connect ideas at the word level, such as writing pronouns or synonyms to create chains of ideas

  VCEALL725 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL563

  Identify key vocabulary and ideas from short, familiar spoken texts, supported by context

  Elaborations

  • recognising familiar and learnt vocabulary in short spoken texts
  • using contextual information, including illustrations, word lists or print texts, to identify key ideas and predict vocabulary

  VCEALL563 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL467

  Organise texts in simple, logically ordered paragraphs with topic sentences

  Elaborations

  • grouping sentences on the same topic into paragraphs
  • sequencing sentences logically within the paragraph to develop a simple elaboration or argument
  • writing topic sentences that indicate the topic using key words

  VCEALL467 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL648

  Recognise common vocabulary and learnt topic-specific vocabulary from different curriculum areas

  Elaborations

  • understanding words learnt from classroom interactions and texts
  • recognising in an unfamiliar text topic-specific vocabulary that has been learnt in other curriculum areas, for example ‘angle’, ‘primary’, ‘foul’

  VCEALL648 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL074

  Use some common noun–verb and adjective–noun combinations

  Elaborations

  • writing simple adjectives and verbs as single words or part of short phrases, for example ‘tall tree’, ‘He runs’
  • using simple adjectives to express personal opinions or responses, such as ‘nice’, ‘little bit’

  VCEALL074 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL029

  Recognise ways intonation is used to enhance meaning or distinguish statements from questions

  Elaborations

  • recognising emotions expressed through intonation, such as happiness, anger
  • distinguishing between questions, instructions and statements based on clear intonation and contextual information such as the actions of peers
  • using rising intonation for questions and stressing key words for emphasis

  VCEALL029 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL578

  Locate directly stated information in a text or illustration

  Elaborations

  • using organisational features, such as layout, illustrations and headings, to find information in texts
  • understanding key words in questions or instructions and matching these to illustrations
  • following simple instructions to find information in a digital text by following links and headings

  VCEALL578 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCELA270

  Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning

  Elaborations

  • learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately

  VCELA270 | Curriculum content | English | Level 3 | Speaking and Listening | Language

• VCELA261

  Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement

  Elaborations

  • knowing that a clause is basically a group of words that contains a verb
  • knowing that, in terms of meaning, a basic clause represents: what is happening; who or what is participating, and the surrounding circumstances

  VCELA261 | Curriculum content | English | Level 3 | Writing | Language