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• VCEALC377

  Write simple texts that present a point of view

  Elaborations

  • writing a statement of opinion with a simple structure, including the opinion and reasons
  • writing to express likes and dislikes related to a class topic, or agreement and disagreement about an issue discussed in class

  VCEALC377 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Communication

• VCEALC323

  Ask speaker to repeat or speak slowly, or ask what a word means

  Elaborations

  • using simple formulaic expressions to ask the speaker to repeat or speak slowly, for example ‘Please say that again’, ‘Please say it slowly’
  • generating a range of simple expressions to ask the meaning of a word, such as ‘What you mean?’, ‘What means “festival”?’, ‘What “dog”?’

  VCEALC323 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC056

  Write simple sentences related to own experience or school context

  Elaborations

  • writing familiar words and strings of letters that approximate the pronunciation of words
  • completing sentences giving personal information, for example ‘My name is …’, ‘I have … people in my family’
  • recounting personal experiences in sequence using basic detail

  VCEALC056 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Communication

• VCEALC699

  Read with understanding texts on familiar topics, with some visual support

  Elaborations

  • reading a range of common factual texts, such as online posts that include images or diagrams
  • viewing multimodal texts, such as news reports, that combine audio, subtitles and video

  VCEALC699 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALC003

  Negotiate simple social or learning activities

  Elaborations

  • observing peers and copying actions in response to instructions or in classroom activities
  • asking for attention or assistance from the teacher or a friend by asking directly, using intonation to signal requests or indicating non-understanding through speech or body language
  • understanding common vocabulary related to needs (such as ‘toilet’, ‘pencil’, ‘stop’) and constructing simple phrases with this vocabulary (such as ‘Go toilet?’, ‘This my pencil’, ‘Stop that!’)
  • using picture cards, classroom charts and objects to support communication, for example pointing to a picture

  VCEALC003 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALC113

  Understand information in texts read and viewed in class

  Elaborations

  • demonstrating understanding of simple factual or fictional texts by performing a task, such as following written instructions to plant a seed in a pot, dramatising or drawing parts of a story
  • answering simple questions, indicating true/false statements or sequencing information from a text
  • matching phrases and sentences from the text to images or diagrams showing the same ideas
  • obtaining information from simple diagrams or graphs
  • demonstrating understanding of new texts and responding to them, for example reading along with repetitive sections or predicting what comes next

  VCEALC113 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Communication

• VCEALC508

  Develop basic digital technology skills that support reading of digital texts

  Elaborations

  • locating letters on a keyboard
  • typing letters and words, copying from a print text
  • following step-by-step instructions to navigate a digital text using menu items or links

  VCEALC508 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALC548

  Extract essential information from short, simple texts relevant to personal experience

  Elaborations

  • applying knowledge of basic text structure (such as beginning, middle and end) to identify the main idea and details
  • understanding common and learnt vocabulary

  VCEALC548 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCEALC006

  Follow simple instructions in familiar school routines by relying on key words and non-verbal communication and context

  Elaborations

  • identifying key words and phrases that refer to familiar objects in the classroom
  • recognising familiar action verbs in instructions, such as ‘Line up’, ‘Stand up’, ‘Sit down’
  • relying on contextual information, for example the teacher’s gestures, the actions of peers

  VCEALC006 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALC007

  Participate in simple and familiar songs, rhymes and chants

  Elaborations

  • reciting familiar rhymes, songs with actions or lists of words such as days of the week or colours of the rainbow
  • rehearsing formulas or short exchanges based on models, such as ‘Hello, what is your name?’, ‘My name is … What is your name?’, ‘Pleased to meet you’
  • role-playing popular stories or songs, for example ‘Little pig, little pig, let me in’

  VCEALC007 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALC549

  Use basic collaborative language in cooperative group work

  Elaborations

  • listening and identifying topics and functions of group interactions, such as discussing ideas or allocating tasks
  • performing a range of collaborative functions using simple language, such as affirming (‘yes’, ‘good’), disagreeing (‘no’, ‘no good’), staging (‘next’, ‘OK’)

  VCEALC549 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCEALC425

  Understand main ideas in a text and extract specific details

  Elaborations

  • skimming and scanning a text to identify the topic and extract specific details
  • finding answers to simple questions, such as ‘Where did …?’, ‘Who was the …?’
  • retelling a story through speech or writing, including giving characters and settings, and key events in the correct sequence

  VCEALC425 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCEALC165

  Rely on other speakers to scaffold, interpret, clarify or elaborate short, simple conversations

  Elaborations

  • asking for help or clarification from teacher or peers
  • responding briefly to simple, direct questions rather than generating original responses in class discussions
  • borrowing and adapting key words from conversation partners, for example by reordering, as in Teacher: ‘Don’t be silly, Tim’ Student: ‘Tim silly’

  VCEALC165 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALC486

  Express personal meanings non-verbally or using simple language

  Elaborations

  • showing personal non-verbal responses to oral texts, such as indicating a positive or negative reaction by smiling, nodding or pointing
  • beginning to use common expressions of opinion, for example ‘I think’, ‘I like’
  • using simple vocabulary to express personal needs and wants, such as ‘hungry’, ‘help’

  VCEALC486 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALC482

  Participate in familiar situations and learning activities

  Elaborations

  • understanding and participating in common classroom routines such as retrieving equipment or forming groups
  • requesting assistance where required, by asking directly or indicating non-understanding through speech or body language
  • understanding common classroom action verbs, such as ‘sit’, ‘collect’, ‘open’, ‘stop’

  VCEALC482 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALC504

  Understand simple visual elements of texts, including basic charts, graphs and other images

  Elaborations

  • matching a short description to an illustration, for example ‘It is green, with big eyes’
  • using visual clues to locate information on a map, for example finding ‘the city marked with a green dot’

  VCEALC504 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALC322

  Initiate and maintain short, structured social interactions with increasing fluency

  Elaborations

  • developing fluency in interactions with peers and familiar adults around personal and familiar topics such as introducing self
  • using simple conversation openers, turn-taking, leave-taking and social formulas such as ‘Excuse me’, ‘Can you please …?’, ‘Yes, thank you’
  • negotiating meaning through use of gestures, modified speech, simple questions and clarifications

  VCEALC322 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC264

  Understand a range of simple texts based on predictable language structures and vocabulary

  Elaborations

  • matching phrases and sentences from the text to images or diagrams showing the same ideas
  • demonstrating understanding of simple factual or fictional texts by performing a task, such as following written instructions to plant a seed in a pot, or drawing parts of a story

  VCEALC264 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Communication

• VCEALC655

  Write some creative or personal texts, experimenting with known English

  Elaborations

  • writing simple texts related to personal experiences or shared classroom activities
  • writing imaginative texts adapted from or in response to classroom texts, for example a story with an alternative setting or ending

  VCEALC655 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Communication

• VCEALC611

  Participate in common school routines

  Elaborations

  • understanding common classroom language, including questions, instructions and basic information
  • following a short set of instructions in sequence, such as ‘Divide your page into two columns. Label the columns A and B. Then number the rows 1 to 20’
  • asking for clarification, for example ‘Do I number the rows like this?’

  VCEALC611 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication