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• VCEALA061

  Choose a topic to write or draw about

  Elaborations

  • initiating writing or drawing about personal experience or classroom topics
  • writing a simple response to a familiar text, for example using characters or a setting from a familiar story

  VCEALA061 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALA781

  Plan and draft text independently and through group activities

  Elaborations

  • planning the content and structure of a text based on model texts or templates
  • drafting writing based on a plan, with reference to learnt text structures, grammar and vocabulary

  VCEALA781 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Cultural and Plurilingual Awareness

• VCEALA465

  Follow a simple writing process, including planning, drafting and revision

  Elaborations

  • talking to language peers in home language or English to generate and refine ideas before writing
  • recording structured notes or a plan in home language and/or English before writing, for example writing dot points under headings or filling in a planning template
  • revising writing using a range of resources, such as feedback from peers and teacher, model texts and checklists

  VCEALA465 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALA705

  Refer to a bilingual dictionary to check and extend vocabulary

  Elaborations

  • using a bilingual dictionary or online tool to search for new vocabulary and to crosscheck meaning in home language and English
  • using home language and English to record spelling, meaning, translation and usage in a personal vocabulary list

  VCEALA705 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA329

  Participate appropriately in social and learning situations

  Elaborations

  • applying conventions of interaction, such as conversational formulas, turn-taking, affirming, suggesting, discussing
  • participating in interactions by listening actively, responding to others and contributing information and ideas
  • negotiating meaning through use of gestures, modified speech, simple questions and clarifications

  VCEALA329 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA765

  Read a range of sustained, complex texts

  Elaborations

  • choosing a range of texts, including fiction and non-fiction, and diverse issues and perspectives
  • identifying and responding to a range of cultural and literary perspectives and stereotypes in texts

  VCEALA765 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA656

  Use appropriate forms of text for purpose and audience, with guidance

  Elaborations

  • constructing a range of print and digital text types, such as report, recount, description, narrative, argument
  • transforming texts into new formats using a model text, for example rewriting a debate into a discussion essay

  VCEALA656 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Cultural and Plurilingual Awareness

• VCEALA062

  Contribute ideas, words or sentences to a class or group shared story

  Elaborations

  • listening to the contributions of others and adding new or different ideas
  • making suggestions about the ideas to include in the text, for example the people and events to be included
  • drawing on familiar vocabulary and sentence structures to suggest expressions for shared writing

  VCEALA062 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALA304

  Employ a range of strategies to understand new or unknown words

  Elaborations

  • referring to written resources such as bilingual dictionaries, charts or own spelling lists
  • recording a vocabulary list that includes English, home language and other details such as an image or phonetic pronunciation
  • writing notes in home language about meaning and pronunciation when encountering new words in texts

  VCEALA304 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALA410

  Identify and use features of formal and informal spoken texts

  Elaborations

  • understanding and following the structure of formal spoken texts, such as introducing, giving a message, concluding
  • developing an appropriate style of speech for the purpose, whether to inform, persuade or entertain

  VCEALA410 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA035

  Understand that texts are meaningful

  Elaborations

  • recognising that everyday texts are meaningful, for example asking the teacher to read a sign aloud
  • showing awareness that print and visual texts are created to share a message
  • understanding that print texts contain a consistent message, for example indicating when the ending of a well-known story varies
  • understanding that different texts have different purposes, including picture books, class blogs, reports
  • selecting from familiar texts to achieve a specific purpose, for example ‘Which chart tells us about time?’
  • recalling the key message of sections of a familiar text that is revisited in class

  VCEALA035 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC246

  Rehearse or role-play short scenarios or exchanges

  Elaborations

  • replicating features of conversation and exchange, for example interpersonal language or negotiation of meaning
  • exchanging and responding to feedback about aspects of speech, such as phrasing, fluency, intonation, volume and pace, with group members when rehearsing or performing role-plays

  VCEALC246 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALC740

  Contribute to and manage effective group work

  Elaborations

  • contributing to group work by articulating goals, negotiating roles, explaining ideas and taking action
  • engaging other group members in interacting and contributing to group tasks

  VCEALC740 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• VCEALC570

  Read with understanding a range of simple texts based on predictable language structures and vocabulary

  Elaborations

  • reading a small range of familiar text types, such as simple recounts, narratives, procedures
  • applying subject knowledge and understanding of common or learnt vocabulary to understand the main meaning of a short text
  • sequencing information, summarising key points or representing information in a visual form

  VCEALC570 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALC426

  Interpret and explain information from a range of images in text

  Elaborations

  • interpreting a bar graph to identify the highest and lowest results
  • answering questions about a labelled diagram

  VCEALC426 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCEALC614

  Interact with peers in routine pair or group work activities

  Elaborations

  • listening to peers and responding appropriately, by acknowledging, clarifying or adding to what they say
  • negotiating meaning by rephrasing, clarifying and asking questions

  VCEALC614 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• VCEALC547

  Comprehend a simple spoken text

  Elaborations

  • understanding short and simply structured spoken texts, such as instructions read by the teacher or a recount from a peer
  • understanding frequently used classroom words and learnt topic words

  VCEALC547 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCEALC676

  Interpret the main idea in texts, with some support

  Elaborations

  • identifying the main idea based on organisational features of a specific text, such as the introduction or the conclusion in an essay
  • identifying key points and learnt topic vocabulary
  • using support to identify the main idea, such as prepared questions or background information

  VCEALC676 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALC453

  Write narrative texts that maintain a cohesive storyline and characterisation

  Elaborations

  • using a template or model text to write a text that follows a narrative structure
  • constructing a cohesive storyline through the development of a sequence of events and characters
  • creating or adapting a narrative in print or digital form, including visual or multimodal forms

  VCEALC453 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Communication

• VCEALC739

  Extract key information or ideas from a variety of texts across the curriculum areas, with reduced support

  Elaborations

  • accessing and comprehending a range of cross-curricular texts, such as a guest speaker’s talk, a short film, a podcast
  • using reduced support, for example broad headings rather than topic-specific questions

  VCEALC739 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication