Search results

Result list

• VCEALA684

  Clarify in home language to check understanding

  Elaborations

  • seeking clarification from home language peers about new vocabulary and concepts
  • referring to home language or bilingual glossaries, dictionaries or online translation tools for explanation of new vocabulary and information
  • recording words and information in personal dictionaries or notes to indicate meaning, pronunciation and usage

  VCEALA684 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA299

  Write using language that largely reflects features of spoken language

  Elaborations

  • using spoken-like language structures based on familiar contexts and interactions, such as simple sentences about personal topics, or long compound sentences listing a series of events
  • following simple spoken text structures, such as events in chronological sequence

  VCEALA299 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALA036

  Identify purposes for reading, such as reading for enjoyment and reading for information

  Elaborations

  • distinguishing between fiction and non-fiction books
  • matching a text to its purpose, for example a story book or an information poster
  • identifying the intended audience of a text, for example ‘This story is for children’, ‘This book is for adults’

  VCEALA036 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA553

  Employ non-verbal strategies to elicit support from the listener

  Elaborations

  • recognising emotions indicated by changes in intonation, for example anger or humour
  • using strategies such as eye contact, facial expressions or gestures to support communication and engage the listener

  VCEALA553 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA034

  Understand the direction of English text

  Elaborations

  • holding a book with the correct orientation and locating the front and back of the book
  • tracking with finger from left to right when reading or listening to a text being read aloud
  • turning to the correct page at the appropriate time, based on tracking reading or imitating the actions of others

  VCEALA034 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA783

  Draw on home language resources to communicate more complex ideas

  Elaborations

  • asking language peers for assistance with translations and related ideas for a home language term or expression
  • using specific vocabulary, idioms or quotations translated from home language to emphasise a point
  • translating and explaining cultural ideas from home language into English

  VCEALA783 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Cultural and Plurilingual Awareness

• VCEALA009

  Use non-verbal language to sustain interaction with others

  Elaborations

  • demonstrating attention through non-verbal behaviours such as body orientation, eye contact, nodding, smiling, laughing, gesturing
  • interacting appropriately by copying the actions of peers
  • recognising that some particular words, gestures and intonations may be appropriate or inappropriate in certain contexts

  VCEALA009 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA411

  Make own translation of specific words and help other home language speakers to check context or match concepts

  Elaborations

  • inferring the meaning and translation of new words based on context and previous learning in home language
  • assisting same language peers through English and shared languages by explaining words and concepts

  VCEALA411 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA039

  Distinguish English script from non-English script

  Elaborations

  • recognising letters of the alphabet and words written in English
  • pointing to words in English in a multilingual text

  VCEALA039 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | 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

• VCEALA094

  Transfer knowledge of spoken discourse patterns from home language to English, with some issues of cultural appropriateness

  Elaborations

  • using home language discourse patterns, for example calling the teacher ‘Teacher’ rather than using their name or title
  • using home language social practices in interactions, such as avoiding eye contact or not voicing opinion

  VCEALA094 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA090

  Adjust speech to suit the audience and purpose

  Elaborations

  • understanding the nature of social interactions with familiar people and in known settings
  • differentiating speech in a small range of situations, such as when giving a talk, speaking to a friend or adult, making an apology
  • speaking appropriately for the situation by modifying voice, body language and expression to match other speakers
  • asking about appropriate non-verbal behaviours in certain situations, for example ‘Should I give eye contact?’, ‘Is it OK to shake hands?’

  VCEALA090 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA660

  Attempt to communicate more complex ideas by drawing on a bilingual dictionary or other home language resources

  Elaborations

  • consulting a bilingual dictionary or home language peers to search for words that communicate nuanced meaning
  • using online translation tools to generate approximate translations, and then improving these based on learnt grammatical patterns

  VCEALA660 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Cultural and Plurilingual Awareness

• VCEALA041

  Recall or repeat familiar or favourite parts of a text using memory or home language resources

  Elaborations

  • identifying familiar settings, characters or events in stories
  • retelling events or describing characters from a story, or stating facts from an information text
  • answering simple questions about personal experience related to stories, for example ‘Have you ever …?’, ‘Do you like … too?’
  • translating parts of a familiar or favourite text to explain it to a family member or home language peer

  VCEALA041 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA118

  Understand that texts can reflect a variety of ideas and perspectives

  Elaborations

  • recognising that texts may reflect a variety of cultural beliefs, practices and views
  • suggesting an audience for a text, for example ‘This book was written for children’
  • choosing narratives centred on a range of characters with different profiles and experiences
  • giving a simple personal response to a text, for example ‘I enjoyed it’, ‘I learnt about …’
  • comparing and contrasting ideas and experiences in texts with own experience

  VCEALA118 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA704

  Respond to different cultural attitudes that are exemplified in stories

  Elaborations

  • identifying explicit and implicit representations of culture in texts, for example description of cultural practices or moral judgments based on implied cultural values
  • comparing and contrasting own cultural knowledge with aspects represented in texts
  • explaining familiar cultural references to others

  VCEALA704 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA144

  Use a range of writing implements and writing styles for different purposes

  Elaborations

  • writing legibly and consistently by hand, using a range of implements such as pens, pencils
  • using basic keyboard functions to create, edit and format texts
  • planning the layout and format of texts, for example ruling margins, writing a first draft, measuring out boxes on a poster

  VCEALA144 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA434

  Read for information or recreation in or out of the classroom

  Elaborations

  • selecting and borrowing library books of personal interest
  • accessing books or other texts in home language on class topics
  • engaging with a diverse range of texts and identifying social, cultural and literary references, for example identifying how people in a news story are portrayed as victim, perpetrator or hero

  VCEALA434 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA168

  Participate in predictable social interactions appropriately

  Elaborations

  • demonstrating a range of appropriate interactive behaviour, including listening, responding and turn-taking
  • using a small range of simple formulaic social expressions, such as ‘please’, ‘thank you’, ‘May I play?

  VCEALA168 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA556

  Transfer knowledge from home language to English learning

  Elaborations

  • drawing on content and background knowledge from home language, including referring to some specific curriculum area vocabulary in home language
  • using features of home language spoken discourse, for example calling the teacher ‘Teacher’ rather than using their name or title
  • using home language in learning, for example taking notes or writing vocabulary lists

  VCEALA556 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Cultural and Plurilingual Awareness