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• VCEALA461

  Follow a simple planning, drafting and revision process when writing

  Elaborations

  • planning the content and structure of a text based on model texts or templates
  • drafting writing based on a plan, with reference to learnt text structures, grammar and vocabulary
  • revising to improve sequence of ideas, sophistication and accuracy of grammar and vocabulary, based on teacher and peer feedback

  VCEALA461 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALA170

  Use appropriate gestures and intonation for social interaction

  Elaborations

  • using appropriate non-verbal communication to support meaning, such as eye contact, nodding, gesturing
  • modifying voice features, such as volume, pace, intonation and emphasis, to suit different audiences and situations

  VCEALA170 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA409

  Initiate and manage interaction appropriately in social and learning situations

  Elaborations

  • initiating and managing interaction in a range of situations, such as social conversation, class discussions, small-group brainstorming or pair activities
  • listening and responding to other speakers appropriately, such as by acknowledging, clarifying or building on what they say

  VCEALA409 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA509

  Show awareness of how to read print texts in English

  Elaborations

  • locating and turning to the correct page when shown by the teacher, and turning pages one at a time when reading
  • tracking with finger from left to right when reading

  VCEALA509 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA172

  Check understanding of classroom English by asking for clarification from other home language speakers

  Elaborations

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

  VCEALA172 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA065

  Use some conventions from home language when writing

  Elaborations

  • using some conventions from home language script, such as writing right to left or using letters or symbols from home language
  • using invented spelling that may draw on home language sounds or on own pronunciation

  VCEALA065 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALA458

  Present work appropriately for purpose and audience

  Elaborations

  • selecting, with guidance, an appropriate text type for the purpose and audience
  • following a clear organisational structure for the text, with ideas communicated and connected in a logical sequence
  • using appropriate vocabulary and expression to communicate the topic to the intended audience

  VCEALA458 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALA462

  Confer and cooperate in groups or pairs when planning, writing or reviewing

  Elaborations

  • adding to information contained in the text after a discussion in home language and English
  • seeking and giving feedback with peers on draft texts using home language and English

  VCEALA462 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALA492

  Transfer some simple language structures to other contexts

  Elaborations

  • using simple language structures in new contexts, such as ‘I like bananas. I like soccer’
  • using some home language structures in English speech

  VCEALA492 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA745

  Discuss a point of language

  Elaborations

  • asking questions about points of grammar, such as ‘Why is it “the car door” and not “the car’s door”?’
  • comparing similarities and differences between home language and English, such as text structure, grammar, cultural meanings

  VCEALA745 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA685

  Talk about cultural differences related to communication

  Elaborations

  • identifying and talking about differences between home language and English at text, sentence and word levels
  • noticing and discussing differences in non-verbal aspects of communication, such as stance, proximity, gestures, eye contact

  VCEALA685 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA277

  Engage with a diverse range of picture books that reflect a variety of cultural beliefs, practices and views

  Elaborations

  • choosing a variety of texts with different settings and themes

  VCEALA277 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA013

  Use some features of home language

  Elaborations

  • using phonological features from home language, for example pronouncing new English words using similar sounds from home language
  • responding in home language and/or English when asked a question
  • making connections between new English words and home language words containing similar sounds

  VCEALA013 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA117

  Understand that the purpose of a text is reflected in its form

  Elaborations

  • identifying texts as factual or fictional, and comparing features such as content, layout, images
  • suggesting the purpose and audience of a range of common text types, such as picture book, supermarket catalogue, website, timetable
  • answering simple questions about the text, such as ‘Would this text be more useful for a parent or a child?’

  VCEALA117 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA641

  Check and/or confirm the meaning of unfamiliar words using a bilingual dictionary

  Elaborations

  • using a bilingual dictionary to find an English equivalent for a word known in home language, or vice versa
  • recording spelling, meaning and translations of new words in a personal vocabulary list

  VCEALA641 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA224

  Rely on memorisation and/or home language to retrieve new words and structures

  Elaborations

  • relying on simple or formulaic English expressions such as ‘Yes, teacher’ or ‘Hello, my name is …

  VCEALA224 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA066

  Clarify the meaning of a word in home language and ask for the word to be written so it can be copied

  Elaborations

  • talking to home language peers to explain the idea in home language and ask for a translation into English
  • asking peers or the teacher to write the word in English after hearing the translation

  VCEALA066 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALA119

  Participate in simple group activities based on shared texts

  Elaborations

  • reading a text in chorus or reciting familiar poems or rhymes
  • responding to the text, for example illustrating a section, answering questions about a text
  • joining group discussions by listening to peers and giving brief, relevant responses to questions

  VCEALA119 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA143

  Demonstrate understanding that handwritten texts usually need to be planned, edited and presented

  Elaborations

  • using graphic organisers to develop a simple plan for writing
  • editing and re-drafting writing by using simple strategies
  • reading own writing aloud to check meaning
  • following feedback from teacher or peers to delete or add words to clarify meaning
  • correcting spelling with reference to word lists or dictionaries

  VCEALA143 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA747

  Compare and contrast different ways of communicating meanings in home language and English

  Elaborations

  • discussing similarities and differences in text structure grammar, idiom and cultural meanings
  • sharing observations about similarities and differences between home language and English

  VCEALA747 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Cultural and Plurilingual Awareness