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• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Reading and Viewing

  At Level B2 students read familiar and unfamiliar texts containing predictable structures and familiar vocabulary. These texts may be print or digital, including visual, multimodal and interactive.

  Students follow simple written instructions and questions. They identify the basic purposes...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Speaking and Listening

  At Level B2 students communicate and learn English in predictable social and learning situations, understanding some de-contextualised English and expressing simple messages in basic English. They negotiate simple transactions and ask and answer basic questions on familiar topics, using familiar...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Speaking and Listening

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Writing

  At Level B2 students write for a range of purposes on familiar topics. They write simple, organised texts demonstrating a developing use of specific vocabulary and simple sentence structures. Their writing demonstrates an understanding of the purposes of common text types, and their structures...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Writing

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B2 description

  The Level B2 curriculum develops students’ knowledge, understanding and skills in relation to their spoken English. Students learn to negotiate simple exchanges in English, combining their understanding of both verbal and non-verbal language. They refine and further develop a wide range of fundamental...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• VCEALA330

  Enhance own spoken texts with appropriate non-verbal strategies

  Elaborations

  • modifying own intonation, volume and stress according to context and purpose, such as shouting a warning, or talking softly in group or play activities
  • using purposeful non-verbal strategies to support meaning and engage listeners, such as eye contact, facial expression, gesture, posture

  VCEALA330 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA380

  Create a small range of texts based on modelling

  Elaborations

  • creating a small range of texts for different purposes, such as a report, narrative or simple argument
  • transforming texts into new formats using a model text, for example rewriting an interview into a short report
  • incorporating information and ideas from personal experience, classroom discussion and some familiar classroom texts

  VCEALA380 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA384

  Employ a range of strategies to understand and learn unknown words

  Elaborations

  • using a bilingual dictionary to find an English equivalent for a word known in home language, or vice versa
  • checking meaning in both home language and English before using a word in speech or writing
  • recording vocabulary in a personal list that includes details such as translation in English and home language, pronunciation and meaning

  VCEALA384 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA358

  Engage with a diverse range of texts that reflect a variety of cultural beliefs, practices and views

  Elaborations

  • selecting texts with a range of settings and characters, including those related to personal experience and those that are unfamiliar

  VCEALA358 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA332

  Use home language resources to support understanding of classroom English

  Elaborations

  • using home language and English to ask for or give clarification of classroom instructions, vocabulary and subject content with same language peers
  • accessing home language or bilingual resources such as dictionaries, online translation tools or information texts to support understanding of classroom content
  • recording words and information in a personal word list in both home language and English

  VCEALA332 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA331

  Ask for the translation of specific words from other home language speakers

  Elaborations

  • using English, home language and other known languages to seek clarification from same language peers or staff

  VCEALA331 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• 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

• VCEALA356

  Compare own experiences to those represented in texts

  Elaborations

  • making connections to different experiences (for example, ‘When I …’) or recounting related personal experiences
  • explaining knowledge related to a text that has been learnt previously, in a different setting

  VCEALA356 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA385

  Use knowledge of written or spoken home language texts to form new English texts

  Elaborations

  • applying characters, stereotypes, settings or events that are well known in home language stories to new stories written in English
  • following text structures or patterns of expression from home language text types, such as an indirect argument style or deferral to expert authority

  VCEALA385 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA353

  Identify different types of books

  Elaborations

  • differentiating between fiction and non-fiction books by looking at the cover, title and images

  VCEALA353 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA381

  Plan, with support, the format of a text according to its communicative purpose

  Elaborations

  • drawing on knowledge of text types to identify an appropriate text type to use, for example a recipe to describe how to cook
  • drawing on previous learning, notes and templates to plan the structure of the text
  • talking with teacher or peers to explain and justify the sequencing of ideas in writing

  VCEALA381 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA352

  Identify the purpose and structure of a small range of texts

  Elaborations

  • sorting and sequencing two jumbled texts mixed together, for example a story about the big bad wolf and an information report about wolves
  • making simple comparisons between text types, for example comparing the visual layout of an information report and a news story

  VCEALA352 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA359

  Express personal point of view about a character’s actions

  Elaborations

  • expressing agreement or disagreement with a character’s actions, and giving a reason
  • suggesting own feelings and actions in a similar situation

  VCEALA359 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA354

  Respond to cultural ideas in texts

  Elaborations

  • engaging with texts from a range of contexts and cultures
  • comparing ideas in texts to personal experience, for example ‘My family also cooks like this’
  • expressing personal opinion about cultural ideas in texts, for example ‘I would like to try this one day’

  VCEALA354 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA383

  Share ideas and feedback in home language

  Elaborations

  • formulating questions in home language or English to ask peers or teacher about the meaning of unfamiliar words
  • planning a text collaboratively by discussing ideas, structure and language with same language peers before writing
  • explaining feedback using home language in peer-editing activities

  VCEALA383 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA355

  Select a range of books to read

  Elaborations

  • comparing the content, images, amount of print and difficulty of language of different books before selecting one to read
  • selecting a small variety of books to read, for example with a range of genres, topics, settings or perspectives

  VCEALA355 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Cultural and Plurilingual Awareness