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• VCEALC244

  Understand the language of classroom routines

  Elaborations

  • understanding common classroom action verbs such as ‘sit’, ‘collect’, ‘pack up’
  • following simple task instructions by relying on key words or phrases in context
  • making simple requests and expressing needs, thoughts and opinions

  VCEALC244 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALA271

  Understand that people read texts for a variety of purposes

  Elaborations

  • suggesting an audience for a text, for example ‘This book is written for children’
  • giving a simple personal response to a text, for example ‘I enjoyed it’, ‘I learnt about …’

  VCEALA271 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | 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

• VCEALC242

  Ask for repetition or clarification to confirm understanding or elicit help

  Elaborations

  • composing simple requests to ask for clarification, for example ‘Please repeat’, ‘What means …?’
  • referring to the speaker’s key words when asking for clarification, for example Teacher: ‘Get your stationery’ Student: ‘What is stationery?’

  VCEALC242 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALA251

  Check understanding of classroom English with other home language speakers

  Elaborations

  • formulating questions in English and home language to clarify classroom instructions or new ideas and vocabulary
  • drawing on a range of shared languages to negotiate meaning and clarify information

  VCEALA251 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Cultural and Plurilingual Awareness

• 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

• VCEALC265

  Use key words to understand the main idea in short texts

  Elaborations

  • identifying the main topic of a short paragraph, for example ‘This is about dogs’
  • identifying the main characters and events in a short narrative when given a prompt such as, ‘In this paragraph we can find the name of the main character’

  VCEALC265 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Communication

• VCEALL293

  Reread familiar texts to increase accuracy and fluency and to enhance understanding

  Elaborations

  • repeating a sentence with corrected pronunciation and improved fluency

  VCEALL293 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL281

  Understand the sequence of key words, phrases or ideas in a familiar text

  Elaborations

  • creating a simple storyboard to show the sequence of ideas from a text
  • filling in missing items from a sequence of key words, phrases or sections from a text

  VCEALL281 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL280

  Understand the purpose and basic organisational features of simple text types

  Elaborations

  • using language, layout or topic to identify the difference between factual and fictional texts
  • following simple instructions to find information in a text, for example ‘Use the contents list to find the section about oceans’
  • following simple instructions to find information in a multimodal, interactive or digital text by following links and headings
  • using illustrations and headings to locate information about specific topics

  VCEALL280 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL282

  Use some of the terminology of reading

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • identifying features of a text in answer to questions such as ‘Who is the author of this book?’

  VCEALL282 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALA247

  Use appropriate social formulas

  Elaborations

  • understanding the nature of social interactions with familiar people and in known settings
  • using a small range of appropriate formulaic social expressions, such as ‘please’, ‘thank you’, ‘May I?’

  VCEALA247 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL257

  Use the most basic forms of modality

  Elaborations

  • understanding basic expressions of modality, such as ‘want to’, ‘have to’, ‘should’
  • beginning to use basic modal verbs, such as ‘want to’, ‘have to’, ‘should’

  VCEALL257 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• 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

• VCEALL290

  Use a range of cues to support reading and viewing

  Elaborations

  • using information from images and headings to support understanding of the topic
  • using organisational features to navigate a text, for example titles and headings in a print text, or links and navigational items in a digital text, including multimodal and interactive texts

  VCEALL290 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALA249

  Use appropriate non-verbal communication to sustain interaction with others

  Elaborations

  • using appropriate non-verbal communication to support meaning, such as eye contact, facial expression, gesture, posture
  • using strategies to assess engagement and understanding of listeners, including checking for attentive posture or confused facial expressions
  • asking teacher or peers about appropriate behaviour in certain situations, for example ‘Should I give eye contact?’, ‘Is it OK to shake hands?’

  VCEALA249 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Cultural and Plurilingual Awareness