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• VCEALC139

  Illustrate texts purposefully

  Elaborations

  • connecting image to sections of a text, for example drawing the body of a frog, its habitat and its life cycle
  • writing a descriptive caption or label for an image
  • drawing images or diagrams to accompany sentences in a narrative or recount
  • using an online storyboarding application to create a simple story map to show the events and characters in a narrative

  VCEALC139 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Communication

• VCEALC678

  Contribute to effective group work

  Elaborations

  • contributing to the group by clarifying task goals, negotiating roles, requesting and responding to opinions, and suggesting action
  • negotiating meaning by rephrasing, clarifying and asking questions

  VCEALC678 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALC568

  Extract specific information from simple charts, tables or maps

  Elaborations

  • locating city or country names on a map
  • identifying information in a cell of a table, using row and column headings
  • pointing to and reading out the names of features on a labelled diagram

  VCEALC568 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALC406

  Understand a new topic delivered with extensive contextual and teacher support

  Elaborations

  • making links between the spoken information, written text and visual support to understand connections between ideas in the topic
  • paraphrasing or briefly explaining the topic, using key words and sequencing ideas to reflect the lesson

  VCEALC406 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• VCEALC679

  Use available English repertoire to discuss and justify a point of view on a familiar topic

  Elaborations

  • using a range of expressions to structure a point of view, including conjunctions (‘because’), subjective language (‘I think’) and some objective language (‘It is clear that …’)
  • using a range of learnt subject-specific vocabulary when giving detail about a topic

  VCEALC679 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALC525

  Write short, simple texts for specific purposes related to personal experience

  Elaborations

  • writing a small range of basic texts for specific purposes related to personal experience, such as a list for shopping, a reminder note
  • completing simple personal information forms with minimal support, such as filling in name and address on a permission slip

  VCEALC525 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Communication

• VCEALC162

  Demonstrate listening behaviour, attending to tone and intonation

  Elaborations

  • using some appropriate body language, such as nodding or facial expressions, when listening
  • using tone and intonation to distinguish between statements and questions

  VCEALC162 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALC507

  Respond simply and show reaction to a text

  Elaborations

  • drawing characters from a story or illustrating a key idea
  • showing a personal response to a text, for example indicating enjoyment, agreement or disagreement

  VCEALC507 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALC527

  Combine writing and drawing to create a short, simple text about a familiar topic

  Elaborations

  • drawing pictures with some detail of the participants, location and actions of an event
  • writing a short, simple text, such as a recount of a personal experience

  VCEALC527 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Communication

• VCEALC184

  Read simple, familiar texts with assistance

  Elaborations

  • reading classroom signs, labels, words from classroom charts
  • reading aloud one sentence at a time from own writing
  • tracking words with a finger while listening to a simple text read aloud

  VCEALC184 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Communication

• VCEALC591

  Write to communicate personal ideas

  Elaborations

  • writing a small range of texts to communicate personal experiences and ideas, for example a personal recount or story
  • following the structure of model texts, such as the use of a greeting, sequence of events, reflection in an online journal

  VCEALC591 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Communication

• VCEALC350

  Make and substantiate inferences and predictions when reading or listening to a text read aloud

  Elaborations

  • making connections between the text and own experience or other texts
  • matching images or names of emotions to characters and events in the text

  VCEALC350 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Communication

• 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

• VCEALL179

  Respond to key words in a range of familiar and common spoken instructions

  Elaborations

  • carrying out simple instructions, such as ‘Shut the door’
  • clarifying instructions before acting, for example by repeating key words (‘The door?’) or pointing

  VCEALL179 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL256

  Use a small range of descriptive language

  Elaborations

  • using a range of adjectives to express affect (‘frightened’, ‘surprised’), judgement (‘naughty’, ‘brave’) and appreciation (‘interesting’, ‘amazing’)
  • forming simple noun groups that combine one or two adjectives with a noun, for example ‘hot day’, ‘scary old house’
  • formulating short adverbial phrases, such as ‘on my bike’, ‘with his brother’, ‘every week’

  VCEALL256 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL416

  Use basic and some complex verb forms accurately

  Elaborations

  • applying verb tenses more consistently, for example using most common irregular past tenses, such as ‘came’, ‘gave’, ‘thought’, ‘said’
  • using correct subject–verb agreement with simple and some complex tenses, such as ‘I go’, ‘She goes’, ‘My cousin has come to visit’
  • forming multi-word negatives accurately, for example including auxiliary and modal verbs (‘He did not need to carry that’) or expressing more complex tense (‘She has not started yet’)

  VCEALL416 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL025

  Borrow key words from previous speaker

  Elaborations

  • borrowing key words from questions to compose answers, such as Student 1: ‘Do you want to play chasey?’, Student 2: ‘Yeah, play chasey’

  VCEALL025 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• 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

• VCEALL472

  Combine simple sentences using common conjunctions

  Elaborations

  • combining simple sentences using a range of coordinating and subordinating conjunctions, for example ‘We need trees so we should not cut them all down’, ‘Riding motorbikes can be dangerous, but people still like to do it because it is exciting’

  VCEALL472 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL706

  Compare the structures of different texts

  Elaborations

  • comparing features of everyday or school texts on related topics, such as a report and a review
  • using annotations, tables or Venn diagrams to record and communicate comparisons

  VCEALL706 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features