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• VCEALC349

  Express a personal response to an imaginative text or elements of the text

  Elaborations

  • expressing a point of view about a character’s actions
  • making simple connections between an element of the text and personal experience

  VCEALC349 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Communication

• VCEALC609

  Provide information or assistance when requested in classroom interactions

  Elaborations

  • constructing relevant and useful responses using appropriate sentence structures and vocabulary
  • taking action in response to requests, such as responding to a teacher or assisting a peer

  VCEALC609 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• VCEALC166

  Negotiate familiar social situations and learning activities with the teacher or with friends

  Elaborations

  • understanding simple, predictable questions
  • following simple instructions using the actions of others as cues, for example moving to the floor or collecting a book
  • making simple requests or expressing needs using actions, single words and short phrases
  • giving simple responses, such as nodding or saying ‘yes’, ‘no’ or short learnt phrases

  VCEALC166 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALC376

  Write simple factual texts

  Elaborations

  • writing a small range of factual texts, such as reports, procedures, captions for images, explanations
  • including some features of text types, such as introduction, list of requirements, steps beginning with a verb in a procedure
  • handwriting texts or typing a caption for a digital image in a software application

  VCEALC376 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Communication

• VCEALC777

  Write an extended argument or discussion on a familiar issue

  Elaborations

  • writing a range of texts that present and justify a point of view, such as an argument, discussion, debate
  • building cohesive arguments, for example by showing supporting evidence, development of ideas, rebuttal
  • using a wide range of objective language to express points of view indirectly, such as ‘Evidence shows’, ‘It is clear from the film that …’

  VCEALC777 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Communication

• VCEALC321

  Demonstrate independence in extended conversations

  Elaborations

  • contributing ideas and information to extend the conversation and make connections to other speakers
  • asking questions for clarification or elaboration of ideas
  • giving personal opinion, such as agreement or disagreement with a point

  VCEALC321 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC216

  Copy words, phrases or sentences accurately and carefully

  Elaborations

  • tracing or copying letters, words and sentences written by the teacher
  • making corrections to own writing when copying text

  VCEALC216 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Communication

• VCEALC136

  Write short, simple texts independently

  Elaborations

  • imitating the structure and style of familiar texts by using similar vocabulary, repetitive patterns, similar content or characters
  • writing phrases and short sentences learnt from repetition, chorusing or a familiar class text
  • completing cloze activities based on a class text experience
  • writing simple phrases as captions or explanations for images

  VCEALC136 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Communication

• VCEALC138

  Write a small range of everyday texts and personal texts

  Elaborations

  • writing everyday texts and simple short stories, recounts and factual texts, based on own and shared class experiences
  • writing for a ‘real task’, for example writing an invitation to a birthday party
  • initiating writing for own particular purposes, such as to label drawings, make a birthday card, write a recount about a recent experience
  • writing a simple story to share with the class that is based on listening to a story told at home
  • writing simple factual texts to give information, to keep records or to inform, such as writing a shared class blog

  VCEALC138 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Communication

• VCEALC760

  Summarise the nature and content of a text, including making evaluative comments

  Elaborations

  • using a range of reading and viewing strategies to understand the content of the text, such as skimming, scanning, referring to dictionaries or other texts
  • evaluating aspects of language and content that impact the relevance, reliability or accessibility of the text
  • summarising key ideas from a text in a range of forms, such as notes and visual texts

  VCEALC760 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Communication

• VCEALC089

  Participate in class performances of songs, poems and rhymes

  Elaborations

  • reciting rhymes, songs or parts of a familiar text, including some individual performance
  • attending to pronunciation, intonation, volume and pace when rehearsing or performing role-plays

  VCEALC089 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALC637

  Use basic features of a website appropriately

  Elaborations

  • moving within or between web pages using tabs, navigation menus and links
  • using titles, headings and images to locate relevant information

  VCEALC637 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Communication

• VCEALC612

  Understand the gist of context-reduced spoken texts

  Elaborations

  • understanding texts that are less dependent on immediate contextual support such as images
  • applying knowledge of text structures, such as introduction or topic sentences, to follow key messages

  VCEALC612 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• VCEALC405

  Understand increasingly de-contextualised and more complex spoken language

  Elaborations

  • understanding teacher questions on familiar topics or themes and responding appropriately
  • comprehending most spoken information without support
  • preparing and presenting a short talk to a group or the class

  VCEALC405 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• VCEALC674

  Negotiate with peers and teachers in familiar informal and formal classroom situations

  Elaborations

  • negotiating with peers or teachers in a range of situations, such as when planning a project or exchanging information
  • asking clarifying questions in a variety of forms, such as ‘Do you mean that …?’, ‘Could you please explain …?’

  VCEALC674 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALC401

  Contribute information, express ideas and give reasons for opinions in group tasks or classroom discussions

  Elaborations

  • contributing information that elaborates or clarifies the topic, or expressing ideas or opinions in response to other speakers
  • using a range of topic vocabulary and sentence structures that connect ideas

  VCEALC401 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• VCEALC483

  Comprehend some familiar questions with support from the speaker

  Elaborations

  • comprehending questions on familiar topics, such as self and family
  • understanding common question words, such as ‘who’, ‘what’, ‘when’
  • relying on some accommodations, such as slow and deliberate speech, simple phrasing, repetition and paraphrasing

  VCEALC483 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALC345

  Read simple, unfamiliar informative, imaginative and persuasive texts, with support

  Elaborations

  • reading a new text with occasional prompts and corrections from the teacher
  • using resources to support reading and understanding, such as vocabulary lists or group discussions

  VCEALC345 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Communication

• VCEALC544

  Respond appropriately to a range of commonly encountered questions using short, familiar formulas or expressions

  Elaborations

  • using familiar or formulaic phrases and sentences to respond, such as ‘My name is …’ or ‘Nice to meet you’
  • borrowing words or phrases from the question to respond, for example ‘What is your favourite sport?’ ‘My favourite sport is …’

  VCEALC544 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCEALC567

  Attempt to read familiar and unfamiliar texts with fluency

  Elaborations

  • understanding classroom labels such as those on lockers or desks, and signs around the school such as ‘front office’, ‘toilets’
  • reading a range of familiar and unfamiliar texts, such as own writing, peer’s writing, teacher’s writing
  • following simple print texts that are read aloud at a moderate pace

  VCEALC567 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication