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• 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

• VCEALA300

  Create short, simple texts for particular purposes, with some support and modelling

  Elaborations

  • using learnt text structures or model texts to begin writing independently
  • creating simple responses to texts, for example replying to a letter or stating a personal opinion about an issue in a video clip
  • building on feedback from previous writing tasks to improve accuracy and extend sophistication in writing

  VCEALA300 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALC298

  Write simple imaginative or personal texts modelled on familiar forms and repetitive patterns

  Elaborations

  • following the structure of model texts, such as the use of a greeting, sequence of events and reflection in a diary
  • writing imaginative texts adapted from or in response to classroom texts, for example a story with an alternative setting or ending

  VCEALC298 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Communication

• VCEALL307

  Organise some subject matter and write according to the structure of the text type, using modelled forms and repetitive patterns

  Elaborations

  • relying on templates or model texts for organisational structure, for example introduction, body paragraphs, conclusion
  • copying topic sentences or parts of sentences to support idea generation and to structure writing

  VCEALL307 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B1 achievement standards - Reading and Viewing

  Students working at Level B1 read short familiar texts, based on simple language structures and features, common vocabulary and familiar contexts. They retell simply, predict likely outcomes, sequence ideas, and complete basic comprehension activities. These texts may be print or digital, including...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Reading and Viewing

• 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

• 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

• 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

• VCEALL254

  Use a range of learnt word patterns for appropriate purposes

  Elaborations

  • using formulas for a range of purposes, including asking questions, supporting social interaction or self-expression, such as ‘What’s the time?’, ‘Oh, no!’, ‘Excellent work’, ‘Well done’
  • using longer formulaic constructions to articulate needs, such as ‘Can I eat lunch?’, ‘I want to go toilet’

  VCEALL254 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• 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

• 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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B1 achievement standards - Speaking and Listening

  At Level B1 students communicate verbally and non-verbally in routine social and classroom situations, understanding controlled English that is supported by its immediate context. They use formulas, well-rehearsed and common sentence patterns, and short, simple utterances to contribute relatively...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Speaking and Listening

• 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

• VCEALL311

  Use common verb forms correctly

  Elaborations

  • using common simple past tense forms with the suffix ‘–ed’ consistently, though over-generalising rules for some less common irregular past tense verbs, such as ‘catched’, ‘freezed’, ‘waked’
  • using common irregular past tense verbs, such as ‘went’, ‘said’, ‘bought’
  • expressing simple negative constructions accurately, for example ‘I do not like …’

  VCEALL311 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features