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• VCEALL021

  Understand the tense of statements or instructions by using time references

  Elaborations

  • understanding common time references in basic sentences, such as ‘We went yesterday’, ‘Tomorrow we will go’, ‘Now we can eat lunch’
  • matching simple verb tense to time words, such as ‘Yesterday we did …’, ‘Tomorrow we do …’
  • sometimes using inconsistent tense when describing events in the past, present and future, for example ‘We waited and then catch the train’

  VCEALL021 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• 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

• VCEALA034

  Understand the direction of English text

  Elaborations

  • holding a book with the correct orientation and locating the front and back of the book
  • tracking with finger from left to right when reading or listening to a text being read aloud
  • turning to the correct page at the appropriate time, based on tracking reading or imitating the actions of others

  VCEALA034 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC005

  Understand a simple spoken text

  Elaborations

  • listening to a long text with visual support, such as instructions for and a demonstration of a game or art activity
  • recognising familiar vocabulary, for example animal names, colours, time markers
  • identifying single items of information from short spoken texts, such as a number, colour, name
  • answering specific questions about the spoken text that are based on familiar question stems such as ‘Who’, ‘Where’, ‘When’

  VCEALC005 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALC031

  Understand aspects of simple, familiar texts

  Elaborations

  • recognising illustrations or character names when rereading a familiar story
  • understanding repeated conventional features of familiar text types, such as titles, ‘Once upon a time’
  • identifying characters, settings or key events in a narrative
  • showing comprehension through appropriate activities, such as sequencing pictures, dramatising a story, painting or drawing characters

  VCEALC031 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Communication

• VCEALL024

  Understand gender in common personal and possessive pronouns

  Elaborations

  • pointing correctly to people or illustrations based on questions or instructions using gendered personal (‘him’, ‘her’) or possessive pronouns (‘his’, ‘her’), for example ‘Who is he?’, ‘Which is her bag?’
  • using gendered pronouns with accuracy some of the time, for example ‘He is my dad’, ‘My aunty, he …’

  VCEALL024 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL072

  Write simple repetitive modelled sentences

  Elaborations

  • writing a small range of sentences copied from a model text, such as ‘I like …’, ‘I went to …’, ‘Today is …’
  • writing repetitive sentence beginnings, for example ‘I … Then I … Then I …’

  VCEALL072 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL082

  Use basic keyboard skills to write personally significant words and simple modelled sentences

  Elaborations

  • locating letters, numbers and common symbols accurately on a keyboard
  • using basic functions of a keyboard, for example using the shift key and space bar
  • typing letters, numbers, symbols and words, copying from a print text
  • typing familiar words, such as own name, without copying

  VCEALL082 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL044

  Understand and use simple metalanguage for books and reading

  Elaborations

  • understanding terminology such as ‘book’, ‘author’, ‘picture’, ‘word’
  • identifying and naming elements of book layout and aspects of reading, such as word, letter, page, title, cover
  • pointing to parts of a book in response to questions such as ‘What is the author’s name?’, ‘Find the start of the sentence’

  VCEALL044 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL045

  Rely on content words to understand the main idea in a text

  Elaborations

  • recognising common or learnt words in class texts
  • suggesting the topic of a text based on understanding content words in a title

  VCEALL045 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL043

  Understand and explore the basic features of different texts

  Elaborations

  • matching labels to parts of a simple text, for example the title, introduction, requirements and method of a procedure; or the title, images and text on a poster
  • answering simple questions about the features of a text, for example ‘What is the name of this text?’, ‘Where is there a list in this text?’
  • making simple predictions about the topic or purpose of the text, for example based on the introduction to an instructional video
  • following step-by-step instructions to find information in a text, for example ‘Open up the contents page. Now find the heading that says “ocean”. Which page should we turn to?’

  VCEALL043 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALA010

  Use acceptable social formulas and gestures to interact appropriately in context

  Elaborations

  • listening to and observing others to understand the nature of familiar social interactions
  • demonstrating a range of appropriate gestures including nodding, shaking head, raising hand
  • recalling and using common social formulas, such as ‘thank you’, ‘excuse me’, ‘please’

  VCEALA010 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA068

  Understand some terminology of writing in English and/or home language

  Elaborations

  • understanding some terminology of writing, such as ‘word’, ‘letter’, ‘sentence’, ‘space’, ‘full stop’
  • following simple instructions using writing terminology, for example ‘Write in capital letters’, ‘Leave a line in between’

  VCEALA068 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALA014

  Check understanding of classroom conversations or instructions by asking other home language speakers to clarify

  Elaborations

  • asking questions about classroom activities and topics in home language
  • seeking instructions from same language peers before beginning classroom tasks
  • understanding responses from peers that combine elements of English, home language and gesture

  VCEALA014 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA008

  Understand when a response is required and attempt to respond using either known words or non-verbal language

  Elaborations

  • responding appropriately to comments with simple non-verbal language, or indicating non-comprehension, such as by smiling when greeted, shaking or nodding head in response to questions
  • indicating agreement or non-agreement through body language or simple utterances such as ‘yes’ or ‘no’
  • giving simple, short responses to familiar questions, for example ‘My name is …’

  VCEALA008 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC002

  Respond simply to questions and prompts

  Elaborations

  • recognising familiar question stem words such as ‘Who’, ‘Where’, ‘Do’
  • understanding common or personal questions, for example ‘How old are you?’, ‘What sports do you like?’
  • giving simple responses, such as nodding, ‘yes’, ‘no’, short learnt phrases
  • responding to questions with a single word or phrase but making longer utterances by substituting words in known sentence patterns
  • expanding on basic personal information when prompted, supported and given adequate time, such as ‘My name is ...’, ‘I come from …’
  • borrowing and adapting key words from questions, for example by reordering, as in Teacher: ‘Are you finished, Ali?’ Student: ‘Ali finished’

  VCEALC002 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALA037

  Participate in shared reading activities

  Elaborations

  • focusing during group reading activities
  • participating with key repetitive phrases or choruses in shared reading activities
  • imitating the pronunciation of the teacher and peers in shared reading activities
  • participating in activities to accompany texts, such as performing actions for a song, following instructions for a simple science activity
  • contributing to shared responses to texts, such as sequencing images in order, matching sentence stems and endings, answering simple questions about ideas in a text

  VCEALA037 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALL069

  Use a very simple text structure repeatedly

  Elaborations

  • using the same expression in writing as in speech
  • writing or dictating simple statements in time sequence, for example ‘I get my bag’, ‘I eat lunch’
  • writing recounts or stories using repetitive time or sequence connectives
  • copying the structure of classroom texts, for example using the same sentence stems or writing the details in the same order

  VCEALL069 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• 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

• 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