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• VCEALA435

  Compare and contrast aspects of a text in English with a comparable home language text

  Elaborations

  • completing a Venn diagram or table with features of an English text and a home language text
  • identifying parts of an English text and a home language text that help achieve a purpose, for example by answering ‘Which parts of each text tell you when the events happened?’

  VCEALA435 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA573

  Identify the basic purposes and audiences of different print and digital news media texts

  Elaborations

  • categorising texts as fiction and non-fiction
  • suggesting the purpose and audience of a range of common news media texts, such as websites, news reports, opinion columns, persuasive letters
  • recognising the function of features of an instructional text, such as a title, illustrations, imperative verbs

  VCEALA573 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA552

  Respond appropriately in a range of commonly encountered situations using short, familiar formulas or expressions

  Elaborations

  • using a range of common greetings and responses, such as ‘How are you today?’, ‘Fine’, ‘Good, thanks’
  • modifying speech for different audiences, such as greeting a teacher differently than a friend

  VCEALA552 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA226

  Initiate and practise writing tasks

  Elaborations

  • copying words from everyday signs and labels, or practising tracing and writing letters, words or numbers, from charts or an alphabet strip

  VCEALA226 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA575

  Compare or contrast texts in English to texts in other languages

  Elaborations

  • comparing the purpose, structure and language of cultural texts, for example comparing a Dreamtime story to a folk story from another culture
  • comparing the structure and conventions of texts used in class to texts in other languages, for example stories in two languages

  VCEALA575 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA012

  Distinguish English from other languages

  Elaborations

  • recognising the sounds and words of English when being spoken to
  • assessing which language(s) the speaker knows, and responding using shared repertoire

  VCEALA012 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA746

  Use home language resources to develop English

  Elaborations

  • collaborating with same language peers to clarify new vocabulary and ideas, and formulate home language terms and definitions
  • referring to home language or bilingual glossaries, dictionaries, thesauruses or online translation tools for explanation and clarification of new vocabulary and information
  • recording words and information in personal dictionaries or notes, using a combination of English and home language to indicate meaning, pronunciation and usage

  VCEALA746 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA306

  Engage with a range of writing tasks

  Elaborations

  • writing short, simple texts following learnt structures and based on model texts
  • explaining to or discussing ideas with home language peers using home language or English before beginning writing
  • using a range of media for writing, for example writing or drawing on paper or on the board, or typing on a computer or other digital device

  VCEALA306 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALA784

  Plan writing, cooperate, and edit texts with a group, using home language

  Elaborations

  • using home language to generate additional ideas in brainstorming activities
  • seeking and giving feedback with peers on draft writing using home language and English
  • managing group functions, explaining tasks and supporting peers’ participation using home language as well as English

  VCEALA784 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Cultural and Plurilingual Awareness

• VCEALA250

  Distinguish spoken English from other languages and respond in English

  Elaborations

  • recognising the sounds and words of English in interactions
  • using common words and formulaic phrases to answer questions and express meanings
  • drawing on shared linguistic resources to clarify and negotiate meaning using English and other available languages

  VCEALA250 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA618

  Employ a range of non-verbal strategies to manage interactions

  Elaborations

  • recognising emotive uses of interpersonal language in familiar social situations
  • recognising the emotion indicated by intonation and stress (for example ‘I said “Stop, Tom!”’) and descending intonation in tag endings (for example ‘That’s enough Tom, isn’t it?’)

  VCEALA618 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA220

  Create basic texts, with support and modelling

  Elaborations

  • copying parts of a text and filling gaps with personal details or topic information
  • rewriting own text into a new format, for example by adding headings and images

  VCEALA220 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA639

  Choose accessible yet challenging texts to read and enjoy

  Elaborations

  • exploring a new text by looking at content, organisational features and illustrations, and skimming a section to assess suitability
  • accessing texts in home language on class topics or topics of interest

  VCEALA639 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA011

  Use simple strategies to respond to conversation breakdown

  Elaborations

  • attempting to repeat, re-pronounce or self-correct key words when prompted by the listener
  • using simple formulaic expressions to ask for clarification, for example ‘Please say again’, ‘What is that?’
  • listening to and using speaker’s key words when asking for clarification, for example ‘What “sibling”?’
  • using appropriate social conventions such as ‘please’ and ‘thank you’ when making requests

  VCEALA011 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA275

  Recognise the difference between texts in English and texts in other languages

  Elaborations

  • suggesting ways of beginning or ending a story in different languages, for example ‘Instead of “Once upon a time”, in my language we say, “…”’

  VCEALA275 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness

• 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

• VCEALA617

  Interact effectively with some confidence with a range of interlocutors

  Elaborations

  • interacting in a diverse range of situations, such as when using public transport, purchasing lunch at the canteen, asking questions during excursions
  • formulating relevant responses, using appropriate vocabulary and expression

  VCEALA617 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA091

  Initiate and maintain simple conversations with others

  Elaborations

  • understanding and responding to simple English expressions related to personal or familiar topics, for example answering simple questions by giving basic information about self
  • borrowing words from questions asked, for example ‘What is your hobby?’, ‘My hobby is …’
  • negotiating meaning through use of gestures, modified speech, simple questions and clarifications
  • initiating exchanges in social and learning context, for example by asking a question

  VCEALA091 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA681

  Adapt speech in common classroom interactions so it is appropriate to the particular context and audience

  Elaborations

  • responding in the appropriate register by matching elements of body language, voice and expression
  • using some appropriate language to give suggestions and opinions and ask for clarification
  • using a small range of colloquial idioms learnt from interactions or texts

  VCEALA681 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA381

  Plan, with support, the format of a text according to its communicative purpose

  Elaborations

  • drawing on knowledge of text types to identify an appropriate text type to use, for example a recipe to describe how to cook
  • drawing on previous learning, notes and templates to plan the structure of the text
  • talking with teacher or peers to explain and justify the sequencing of ideas in writing

  VCEALA381 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness