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• VCEALA702

  Understand the relationship between text structures and social purposes of text types studied in class

  Elaborations

  • understanding a range of school texts, such as a practical report, a review, a research project
  • discussing the purpose of individual features of a text, for example headings in a pamphlet or images on a website
  • using modelled metalanguage to name and describe features of texts

  VCEALA702 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA147

  Show interest in patterns of spelling

  Elaborations

  • asking how to write new words
  • noticing similar spelling patterns, for example words that contain the same letter combinations, such as ‘find’ and ‘finger’; ‘air’ and ‘chair’
  • comparing words in English with home language forms and meanings

  VCEALA147 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA379

  Write using language that is beginning to reflect the features of written language more than the features of spoken language

  Elaborations

  • expanding vocabulary to incorporate more topic-specific words
  • developing simple plans to support writing with some structure and complexity at the text, paragraph and sentence level

  VCEALA379 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA593

  Participate in shared or modelled writing activities

  Elaborations

  • participating in a range of shared writing activities, such as joint construction of a text, sequencing sentences in a group, peer editing
  • suggesting new ideas that relate to the topic being discussed
  • applying knowledge of vocabulary and grammar to suggest edits to shared texts

  VCEALA593 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALA198

  Make simple connections between personal experience and familiar stories

  Elaborations

  • identifying familiar settings, characters or events in stories
  • answering simple questions about personal experience related to stories, for example ‘Have you ever …?’, ‘Do you like … too?’

  VCEALA198 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA356

  Compare own experiences to those represented in texts

  Elaborations

  • making connections to different experiences (for example, ‘When I …’) or recounting related personal experiences
  • explaining knowledge related to a text that has been learnt previously, in a different setting

  VCEALA356 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA764

  Analyse and interpret language choices and organisation of particular text types in relation to their purpose, audience and context

  Elaborations

  • comparing the structure and language of texts for different audiences or purposes related to the same topic, for example a car advertisement or road safety pamphlet
  • identifying points of view that are represented in texts, and suggesting perspectives that are missing
  • using metalanguage to name and describe features of texts

  VCEALA764 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA194

  Show an interest in reading books

  Elaborations

  • understanding how to read books in English, such as holding a book with the correct orientation, turning to the correct page when shown and tracking with finger from left to right
  • exploring a new book before reading, by looking at the images, amount of print and familiar elements
  • seeking books in home language or related to familiar topics to share with family members

  VCEALA194 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA432

  Identify a range of text types

  Elaborations

  • differentiating fiction and non-fiction books based on visual and structural elements of the text, for example title, images, headings
  • identifying text types learnt in class, for example fairytale, horror story, news report, information report

  VCEALA432 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA191

  Show awareness that texts convey meaning

  Elaborations

  • understanding that print words contain a consistent message
  • understanding that different texts have different purposes, including picture books, class writing, diaries
  • identifying a familiar book or text that contains a particular message, for example when asked ‘Which book told us about the rainforest?

  VCEALA191 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA385

  Use knowledge of written or spoken home language texts to form new English texts

  Elaborations

  • applying characters, stereotypes, settings or events that are well known in home language stories to new stories written in English
  • following text structures or patterns of expression from home language text types, such as an indirect argument style or deferral to expert authority

  VCEALA385 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA720

  Revise text and proofread for accuracy of expression

  Elaborations

  • evaluating own and peers’ writing with reference to model texts and editing checklists
  • using different strategies to read for different purposes when revising, for example reading aloud to check meaning, reading a sentence backwards to check spelling
  • addressing a range of aspects of accuracy, such as grammatical accuracy, spelling, punctuation

  VCEALA720 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• VCEALA782

  Revise and refine writing in response to feedback from a teacher or peer

  Elaborations

  • giving and interpreting feedback in different formats, for example using coloured or highlighter pens on print texts, review comments on digital texts, feedback checklists
  • incorporating feedback on a range of aspects, for example redrafting a personal recount to edit out unnecessary detail
  • using software to support in-text referencing and reference lists, for example using online reference generators, functions in text editors

  VCEALA782 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Cultural and Plurilingual Awareness

• VCEALA408

  Respond appropriately during different classroom activities

  Elaborations

  • interacting appropriately for the situation, for example formulating a structured response in a class discussion or negotiating meaning in a small-group activity
  • listening to other speakers and formulating relevant responses, using some topic vocabulary, for example when participating in brainstorming

  VCEALA408 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA093

  Use a small range of strategies to negotiate meaning in conversation

  Elaborations

  • seeking help or clarification from other speakers, for example through home language, gesture, rewording
  • interrupting to ask a speaker to repeat or speak slowly, such as by asking ‘Say again, please’
  • using some social formulas when asking for clarification, such as ‘Please’, ‘Excuse me’
  • 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?’

  VCEALA093 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA594

  Redraft text with support, incorporating corrections and suggestions

  Elaborations

  • following the teacher’s feedback to edit own work, for example correcting spelling, changing word order
  • reading text to the teacher or peers and making changes to the original text in light of the audience’s comments
  • using checklists to review own or peers’ writing

  VCEALA594 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALA302

  Rewrite after correction, discussion or prompting

  Elaborations

  • following feedback to delete or add words to clarify
  • correcting spelling with reference to word lists or dictionaries

  VCEALA302 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALA595

  Refer to a bilingual dictionary, class lists or previous work to record and find or check words and their meanings

  Elaborations

  • consulting bilingual dictionaries, charts, word lists, peers and the teacher to find and check spelling and meaning of words
  • recording a vocabulary list that includes English, home language and details such as an image or pronunciation
  • writing notes in home language about meaning and pronunciation when encountering new words in texts

  VCEALA595 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• 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

• VCEALA305

  Translate literally from home language to English

  Elaborations

  • translating word-for-word from home language to English, before adapting the translation into English sentence structure
  • using a bilingual dictionary to find translations of new words, and noting these in home language and English

  VCEALA305 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness