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• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B1 achievement standards - Reading and Viewing

  Students working at Level B1 read short familiar texts, based on simple language structures and features, common vocabulary and familiar contexts. They retell simply, predict likely outcomes, sequence ideas, and complete basic comprehension activities. These texts may be print or digital, including...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B1 achievement standards - Speaking and Listening

  At Level B1 students communicate verbally and non-verbally in routine social and classroom situations, understanding controlled English that is supported by its immediate context. They use formulas, well-rehearsed and common sentence patterns, and short, simple utterances to contribute relatively...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Speaking and Listening

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B1 achievement standards - Writing

  At Level B1 students write and present simple texts for a variety of basic classroom and personal purposes. With support, they communicate familiar ideas, events and experiences, writing simple narratives, recounts, descriptions and reports. Students use some of the basic structures and features...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Writing

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B1 description

  The curriculum for Level B1 supports students to develop their communication skills both verbally and non-verbally. Students follow simple instructions, answer predictable questions, make basic requests and express needs simply. Through active participation in conversations, students learn about...

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

• VCEALA249

  Use appropriate non-verbal communication to sustain interaction with others

  Elaborations

  • using appropriate non-verbal communication to support meaning, such as eye contact, facial expression, gesture, posture
  • using strategies to assess engagement and understanding of listeners, including checking for attentive posture or confused facial expressions
  • asking teacher or peers about appropriate behaviour in certain situations, for example ‘Should I give eye contact?’, ‘Is it OK to shake hands?’

  VCEALA249 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA301

  Contribute to shared simple brainstorming of ideas and identify relevant vocabulary to be incorporated into the written work

  Elaborations

  • suggesting new ideas that relate to the topic or section being discussed
  • suggesting vocabulary to use in shared writing, based on vocabulary lists, learnt vocabulary and own reading

  VCEALA301 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALA276

  Experiment with using a picture or simple English dictionary and/or a home language–English bilingual dictionary to find words

  Elaborations

  • using a picture dictionary or bilingual dictionary to search for a word in English

  VCEALA276 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA302

  Rewrite after correction, discussion or prompting

  Elaborations

  • following feedback to delete or add words to clarify
  • correcting spelling with reference to word lists or dictionaries

  VCEALA302 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALA271

  Understand that people read texts for a variety of purposes

  Elaborations

  • suggesting an audience for a text, for example ‘This book is written for children’
  • giving a simple personal response to a text, for example ‘I enjoyed it’, ‘I learnt about …’

  VCEALA271 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA305

  Translate literally from home language to English

  Elaborations

  • translating word-for-word from home language to English, before adapting the translation into English sentence structure
  • using a bilingual dictionary to find translations of new words, and noting these in home language and English

  VCEALA305 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALA277

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

  Elaborations

  • choosing a variety of texts with different settings and themes

  VCEALA277 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | 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

• VCEALA273

  Respond to familiar and new content in texts

  Elaborations

  • engaging with texts about ideas and events from different places, times and cultures
  • making connections between texts and personal experience, such as identifying events that are familiar or new
  • expressing a personal response to cultural ideas in texts

  VCEALA273 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA278

  Relate aspects of a narrative to own experience

  Elaborations

  • recounting a similar experience to that of the character, for example ‘That happened to me once, when …’
  • describing similarities and differences in the setting of a narrative and own experience

  VCEALA278 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA300

  Create short, simple texts for particular purposes, with some support and modelling

  Elaborations

  • using learnt text structures or model texts to begin writing independently
  • creating simple responses to texts, for example replying to a letter or stating a personal opinion about an issue in a video clip
  • building on feedback from previous writing tasks to improve accuracy and extend sophistication in writing

  VCEALA300 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALA274

  Select suitable books to read

  Elaborations

  • skimming part of a book to check for familiar English content, images, size, amount of print and layout, before making a selection
  • comparing books with those previously read, in order to predict the suitability of topic, language, length and structure

  VCEALA274 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA306

  Engage with a range of writing tasks

  Elaborations

  • writing short, simple texts following learnt structures and based on model texts
  • explaining to or discussing ideas with home language peers using home language or English before beginning writing
  • using a range of media for writing, for example writing or drawing on paper or on the board, or typing on a computer or other digital device

  VCEALA306 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALA250

  Distinguish spoken English from other languages and respond in English

  Elaborations

  • recognising the sounds and words of English in interactions
  • using common words and formulaic phrases to answer questions and express meanings
  • drawing on shared linguistic resources to clarify and negotiate meaning using English and other available languages

  VCEALA250 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA275

  Recognise the difference between texts in English and texts in other languages

  Elaborations

  • suggesting ways of beginning or ending a story in different languages, for example ‘Instead of “Once upon a time”, in my language we say, “…”’

  VCEALA275 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA272

  Identify basic purposes and likely audiences of different text types

  Elaborations

  • answering simple questions about the text, such as ‘Would this text be more useful for a parent or a child?’

  VCEALA272 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness