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• 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

• VCEALC378

  Write creative texts based on models provided or studied in class

  Elaborations

  • using language features of model texts, such as the rhyme and metre of poems, to compose own creative texts
  • following conventions of texts based on class models, such as character names and stage directions in a script
  • incorporating personal experience, ideas adapted from other texts, or imaginative details into creative texts

  VCEALC378 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Communication

• VCEALC454

  Use a range of visual material or other cues to support factual texts

  Elaborations

  • adding labelled diagrams or illustrations to an information report or report on a science experiment
  • creating a mind map to summarise the facts in a text, in the introduction or conclusion section
  • writing a dot-point list to outline key ideas in a report, using a simple introductory sentence stem, for example ‘The main effects of air pollution are: …’

  VCEALC454 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Communication

• VCEALC167

  Identify basic items of information in short spoken texts

  Elaborations

  • naming or describing pictures, for example using names of people, single words for feelings, colours
  • pointing to relevant parts of pictures when speaking about them
  • answering specific questions about the spoken text based on familiar question stems such as ‘Who …?’, ‘Where was …?’, ‘When did …?’

  VCEALC167 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALC033

  Show a personal response to a text

  Elaborations

  • looking at or reading a book in own personal time
  • pointing out a favourite image or page
  • expressing a simple opinion on a text, for example indicating like or dislike of a character

  VCEALC033 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Communication

• VCEALC429

  Discuss texts with some understanding of meaning beyond the literal level, moving towards the inferential level

  Elaborations

  • making connections between the text and own experience or other texts
  • suggesting the opinion of the author based on the ideas in the text
  • drawing a simple conclusion based on a factual text

  VCEALC429 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCEALC700

  Respond to imaginative texts, showing an understanding of key events, characters and issues

  Elaborations

  • responding to a range of creative texts, such as poems, short stories, novels, films, songs
  • showing understanding of key events, characters and issues by retelling, transforming or extending parts of the text
  • expressing a point of view and connecting aspects of the text to personal experience
  • drawing basic inferences from a text, such as describing the feelings of a character or suggesting the opinion of the author

  VCEALC700 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALC245

  Identify some key points of information in short spoken texts, with guidance

  Elaborations

  • understanding learnt vocabulary and sentence structures in texts
  • pointing to parts of pictures that are mentioned in the text or conversation
  • using questions to help identify relevant items of information, for example Teacher: ‘What colour was it?’ Student: ‘It was blue’

  VCEALC245 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALC677

  Listen for specific information, using question, preview and prediction strategies

  Elaborations

  • identifying key words based on learnt vocabulary and words used in questions
  • using support materials such as questions or print text excerpts to identify key words and sequence of information

  VCEALC677 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALC735

  Participate in conversations with fluent speakers that involve changes of topic and register

  Elaborations

  • participating in conversations with a range of people such as peers, teachers and visitors
  • talking about a range of topics, such as personal stories or discussions about school
  • negotiating changes in register, for example changing from talking about a classroom topic to making a request

  VCEALC735 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication