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• VCEALC716

  Write factual texts showing an awareness of appropriate text structure, purpose and organisation of ideas

  Elaborations

  • writing long, detailed factual texts such as information reports, explanations or essays on a familiar topic
  • structuring texts and expressing ideas according to the conventions of the text, by referring to a model text or template
  • incorporating information from personal experience, classroom activities and shared texts

  VCEALC716 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Communication

• VCEALC696

  Interpret and respond to accessible texts from across the curriculum

  Elaborations

  • reading and viewing in-school texts, including a range of factual and fictional text types, in print and digital formats
  • understanding background information associated with the content and text type, including the purpose and structure

  VCEALC696 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALC763

  Understand most symbols and changes of font style and how they contribute to or change the meanings in a text

  Elaborations

  • identifying changes in font style (such as italic and bold) or symbols or icons and explaining their function
  • recognising navigational features such as menu items or links on a website

  VCEALC763 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Communication

• VCEALC736

  Negotiate with peers and teachers in the full range of classroom situations

  Elaborations

  • negotiating with peers or teachers in a wide range of situations, such as when planning work or brainstorming ideas
  • using a range of strategies to clarify own meaning, such as recasting, defining, using a range of synonyms

  VCEALC736 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• VCEALC635

  Read long, complex texts with support from the teacher

  Elaborations

  • reading a new story with occasional prompts and corrections from the teacher
  • identifying key words from questions in headings or topic sentences in order to extract key information from a factual text
  • giving a personal response, such as expressing a point of view

  VCEALC635 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Communication

• VCEALC058

  Illustrate a simple text

  Elaborations

  • illustrating a simple text to add detail, for example giving additional information about an experience, showing characters and settings in a story
  • writing a caption or label for an image
  • using drawings as a basis for oral explanations or captioning using simple writing

  VCEALC058 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Communication

• VCEALC762

  Interpret a text at literal and inferential levels

  Elaborations

  • making connections between the text and own experience or other texts to draw inferences and make predictions
  • interpreting the feelings of a character at different points in a text
  • suggesting the opinion of the author based on the ideas in the text

  VCEALC762 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Communication

• VCEALC218

  Express imaginative or personal ideas in simple forms of writing

  Elaborations

  • write words or sentences to describe or explain own drawings or pictures from a text
  • telling a short story or recount to be scribed by a teacher, and copying these sentences

  VCEALC218 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Communication

• VCEALC633

  Locate specific information from subject-based diagrams, graphs and charts

  Elaborations

  • identifying a sentence that describes a graph or image, for example ‘More than half of the class walks to school’
  • using labels or captions to identify specific features on a diagram, illustration or map

  VCEALC633 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Communication

• VCEALC137

  Write beyond the immediate environment and beyond known language with support from the teacher

  Elaborations

  • following the structure of model texts, such as the use of a greeting, sequence of events and reflection in a diary
  • altering phrases and sentences modelled in a class text to include personal and imaginative details
  • recounting personal experiences in a blog or diary, based on reading similar texts in class
  • writing imaginative texts adapted from or in response to classroom texts, for example following the same narrative structure, writing about a character in a new setting

  VCEALC137 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Communication

• VCEALC697

  Extract information from a range of visual representations, including tables, graphs and diagrams

  Elaborations

  • connecting information in visual representations and print texts
  • using captions, labels and topic knowledge to identify specific features on a diagram or illustration
  • interpreting bar, column and pie charts to compare different results

  VCEALC697 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALC698

  Skim a text for general meaning and scan to find detailed information

  Elaborations

  • skimming a text by identifying key words in the title, headings and topic sentences to determine the purpose and main idea of the text
  • scanning a text to extract details such as names, numbers, specific words, answers to questions

  VCEALC698 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALC505

  Identify some familiar words in different contexts

  Elaborations

  • identifying familiar information in a text, for example recognising friends’ names on worksheets or belongings
  • locating specific words or information in a text, using questions or prompts as guidance

  VCEALC505 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALC404

  Initiate and participate in casual exchanges and in learning contexts

  Elaborations

  • initiating exchanges in social and learning contexts, for example by asking a question or offering a suggestion
  • listening to other speakers in order to respond to or build on their contributions with relevant ideas

  VCEALC404 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• VCEALC526

  Write familiar words and simple sentences independently, with enough accuracy to convey meaning

  Elaborations

  • writing common classroom words, such as writing the day and date at the top of a page
  • writing familiar words and sentences to communicate personal information, such as ‘My name is ...’
  • filling in a simple table with some independence, such as students’ countries of origin or ages

  VCEALC526 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Communication

• VCEALC087

  Understand key information in a short spoken or multimodal text

  Elaborations

  • identifying familiar words used in a spoken text, such as basic vocabulary, animal names, colours
  • understanding common sentence structures that make connections between ideas, for example ‘I like pets and having fun’
  • using questions to help identify relevant items of information, for example Student 1: ‘What colour was it?’ Student 2: ‘It was blue’
  • pointing to parts of pictures that are mentioned in the text or conversation
  • identifying key points of information from short spoken texts with reduced visual support
  • understanding key information after viewing digital and multimodal texts, such as age-appropriate television shows or movies
  • listening to a story and then retelling or sequencing the story using pictures

  VCEALC087 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALC032

  Identify familiar words and simple sentences and match them to images

  Elaborations

  • using images to discern the storyline of a text and predict individual words in texts about familiar topics
  • identifying the main character in an image
  • pointing to images of familiar words, for example ‘apple’, ‘girl’, ‘house’
  • matching a short description to an image, for example ‘a green fruit’

  VCEALC032 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Communication

• VCEALC545

  Negotiate transactions for different purposes

  Elaborations

  • engaging in transactions for a range or purposes, such as asking to borrow a book from the teacher, the library or a friend
  • using a small range of simple formulaic expressions to ask for repetition or rephrasing, such as ‘Please repeat’ and ‘What does it mean?’
  • using circumlocution (talking around a topic) when searching for the correct term

  VCEALC545 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCEALC186

  Acquire information from simple images, with teacher direction and support

  Elaborations

  • matching a short description to an image, for example ‘It is green, with big eyes’
  • using visual clues to locate information on a map, for example ‘the city marked with a green dot’

  VCEALC186 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Communication

• VCEALC242

  Ask for repetition or clarification to confirm understanding or elicit help

  Elaborations

  • composing simple requests to ask for clarification, for example ‘Please repeat’, ‘What means …?’
  • referring to the speaker’s key words when asking for clarification, for example Teacher: ‘Get your stationery’ Student: ‘What is stationery?’

  VCEALC242 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication