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• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B2 description

  The Level B2 curriculum develops students’ knowledge, understanding and skills in relation to their spoken English. Students learn to negotiate simple exchanges in English, combining their understanding of both verbal and non-verbal language. They refine and further develop a wide range of fundamental...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• VCEALL334

  Use specific time and sequence markers in speech

  Elaborations

  • using time markers to indicate specific moments in the past, present and future, such as ‘yesterday’, ‘last week’, ‘on the weekend’
  • following instructions that include sequence markers such as ‘first’, ‘then’, ‘after that’, ‘finally’

  VCEALL334 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL389

  Use simple time sequence markers and pronoun references to connect ideas in a text

  Elaborations

  • using simple time sequence markers, such as ‘first’, ‘next’, ‘at last’
  • using a range of pronoun references to connect ideas in text, including ‘he’, ‘she’, ‘it’, ‘we’, ‘they’, ‘his’, ‘her’, ‘their’, but with some errors of agreement

  VCEALL389 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALC324

  Comprehend social English in most familiar contexts, and use conversation partners to support understanding

  Elaborations

  • using support from conversation partners, including gestures, modified speech, provision of wait-time
  • repeating and adapting another speaker’s words to formulate responses, such as Student 1: ‘Where did you plant the seeds?’ Student 2: ‘Plant the seeds in a pot’

  VCEALC324 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALL395

  Use modelled vocabulary appropriately

  Elaborations

  • using modelled vocabulary accurately in sentences or short modelled texts
  • selecting appropriate vocabulary from classroom charts, personal dictionary and class texts

  VCEALL395 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALA384

  Employ a range of strategies to understand and learn unknown words

  Elaborations

  • using a bilingual dictionary to find an English equivalent for a word known in home language, or vice versa
  • checking meaning in both home language and English before using a word in speech or writing
  • recording vocabulary in a personal list that includes details such as translation in English and home language, pronunciation and meaning

  VCEALA384 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA380

  Create a small range of texts based on modelling

  Elaborations

  • creating a small range of texts for different purposes, such as a report, narrative or simple argument
  • transforming texts into new formats using a model text, for example rewriting an interview into a short report
  • incorporating information and ideas from personal experience, classroom discussion and some familiar classroom texts

  VCEALA380 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALC378

  Write creative texts based on models provided or studied in class

  Elaborations

  • using language features of model texts, such as the rhyme and metre of poems, to compose own creative texts
  • following conventions of texts based on class models, such as character names and stage directions in a script
  • incorporating personal experience, ideas adapted from other texts, or imaginative details into creative texts

  VCEALC378 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Communication

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Reading and Viewing

  At Level B2 students read familiar and unfamiliar texts containing predictable structures and familiar vocabulary. These texts may be print or digital, including visual, multimodal and interactive.

  Students follow simple written instructions and questions. They identify the basic purposes...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Speaking and Listening

  At Level B2 students communicate and learn English in predictable social and learning situations, understanding some de-contextualised English and expressing simple messages in basic English. They negotiate simple transactions and ask and answer basic questions on familiar topics, using familiar...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Speaking and Listening

• VCEALL333

  Describe and identify people, places and things using simple vocabulary for colour, size, place, location, time

  Elaborations

  • using a small range of descriptive vocabulary to communicate about specific people, places and things, for example ‘the big red book’, ‘a park near my house’
  • building simple noun phrases to describe specific people, places and things

  VCEALL333 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL369

  Understand simple punctuation when reading

  Elaborations

  • using sentence punctuation to identify the nature of sentences, for example whether a sentence is a statement or question
  • using punctuation to identify parts of the sentence, for example pausing appropriately at full stops and commas

  VCEALL369 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL337

  Use simple descriptive phrases

  Elaborations

  • using a range of adverbial phrases to express circumstances of place (‘over there’), location (‘in the room’) and time (‘last week’)
  • using a range of regular comparative adjectives (‘bigger’, ‘older’, ‘healthier’), some irregular comparatives (‘better’, ‘more’) and comparatives with three or more syllables (‘more expensive’, ‘more beautiful’), with occasional errors
  • forming some negative comparisons using a range of forms with developing accuracy, for example ‘not as big as’, ‘less expensive’, ‘less healthy’

  VCEALL337 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALC325

  Use a repertoire of common classroom and schoolyard language

  Elaborations

  • understanding simple questions on familiar topics or themes and responding appropriately
  • following a short sequence of classroom task-related instructions with clear steps and modelling of the task
  • adapting common classroom and schoolyard language to a small range of relevant situations, such as ‘Wait a minute’, ‘Be quiet, please’, ‘My turn’

  VCEALC325 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALL362

  Understand the relationships between events or ideas in a text

  Elaborations

  • sorting sentences into sets related to the same topic, and writing a heading for each set
  • arranging parts of a sentence that use cohesive devices, such as ‘after that’ and ‘because’
  • understanding the items that pronouns refer to, such as ‘The dogs … They …’

  VCEALL362 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL361

  Understand the purpose and organisational features of common text types

  Elaborations

  • matching sections of a text with labels for their name and purpose
  • making predictions about the subject matter of a text, based on features such as illustrations, headings and layout
  • navigating a digital text using a series of links, to locate specific information

  VCEALL361 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Writing

  At Level B2 students write for a range of purposes on familiar topics. They write simple, organised texts demonstrating a developing use of specific vocabulary and simple sentence structures. Their writing demonstrates an understanding of the purposes of common text types, and their structures...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Writing

• VCEALA332

  Use home language resources to support understanding of classroom English

  Elaborations

  • using home language and English to ask for or give clarification of classroom instructions, vocabulary and subject content with same language peers
  • accessing home language or bilingual resources such as dictionaries, online translation tools or information texts to support understanding of classroom content
  • recording words and information in a personal word list in both home language and English

  VCEALA332 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL363

  Understand and use a range of learnt metalanguage to talk about text

  Elaborations

  • matching labels to parts of a text, such as ‘introduction’, ‘topic sentence’, ‘example’
  • identifying and labelling learnt features of language in a text, for example ‘noun’, ‘verb’, ‘conjunction’

  VCEALL363 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL372

  Develop a small range of skills to create and navigate a simple digital text, including multimodal and interactive texts

  Elaborations

  • typing in letters and words, copying from a print text or typing short original texts
  • following step-by-step instructions to navigate a digital text using menu items or links

  VCEALL372 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features