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• VCEALL098

  Use common time and sequence markers to link ideas in speech

  Elaborations

  • following instructions that include sequence markers, such as ‘first’, ‘next’, ‘and then’, ‘after that’
  • understanding and using simple time markers such as ‘yesterday’, ‘later’, ‘now’

  VCEALL098 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B3 achievement standards - Reading and Viewing

  At Level B3 students read for a range of purposes and identify main ideas and specific information in classroom texts. These texts may be print or digital, including visual, multimodal and interactive.

  Students demonstrate understanding of the main storyline and most key information when...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B3 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B3 achievement standards - Speaking and Listening

  At Level B3 students generally respond to and use the structures and features of English appropriately in an increasing variety of familiar formal and informal contexts. They demonstrate awareness of the register requirements of spoken English necessary for a variety of purposes. They understand...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B3 | Speaking and Listening

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

  At Level B1 students write and present simple texts for a variety of basic classroom and personal purposes. With support, they communicate familiar ideas, events and experiences, writing simple narratives, recounts, descriptions and reports. Students use some of the basic structures and features...

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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C4 achievement standards - Speaking and Listening

  At Level C4 students demonstrate greater autonomy and control over their use of English, combining their expanding vocabulary with the appropriate use of a wide range of complex grammatical features including modal verbs, passive voice and tenses. They demonstrate understanding of the ways that...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C4 | Speaking and Listening

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level BL achievement standards - Speaking and Listening

  At Level BL students communicate simply but effectively in familiar, social and classroom contexts, using simple formulaic and some creative structures. They learn through English that is well supported by context. They contribute relatively complex ideas through simple English, and use simple...

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

• VCEALC777

  Write an extended argument or discussion on a familiar issue

  Elaborations

  • writing a range of texts that present and justify a point of view, such as an argument, discussion, debate
  • building cohesive arguments, for example by showing supporting evidence, development of ideas, rebuttal
  • using a wide range of objective language to express points of view indirectly, such as ‘Evidence shows’, ‘It is clear from the film that …’

  VCEALC777 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Communication

• VCEALC322

  Initiate and maintain short, structured social interactions with increasing fluency

  Elaborations

  • developing fluency in interactions with peers and familiar adults around personal and familiar topics such as introducing self
  • using simple conversation openers, turn-taking, leave-taking and social formulas such as ‘Excuse me’, ‘Can you please …?’, ‘Yes, thank you’
  • negotiating meaning through use of gestures, modified speech, simple questions and clarifications

  VCEALC322 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC742

  Prepare and deliver an extended talk that reflects a clear progression of ideas relevant to the audience and purpose

  Elaborations

  • using organisational features of texts to structure and connect complex ideas logically, such as topic sentences or preview and review
  • developing an appropriate style of speech for the purpose, whether to inform, persuade or entertain
  • planning and rehearsing in order to enhance structure, content, language and presentation style

  VCEALC742 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• VCEALC761

  Adjust reading style to match the purpose for reading a text

  Elaborations

  • reading for a range of purposes, such as reading a narrative text for enjoyment, analysing an argument in a persuasive text, evaluating information in an informative text
  • navigating texts using features such as content pages, indexes, hyperlinks, navigation menus
  • assessing perspectives present in text in order to develop an opinion or draw a conclusion

  VCEALC761 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Communication

• VCEALL536

  Write sentences that reflect oral language with some examples of correct word order

  Elaborations

  • writing short, simple expressions to label personal drawings, reflecting an early stage of oral language development, such as ‘Live here’, ‘Go to play’
  • writing sentences with a level of detail that may not follow standard word order, such as ‘We went yesterday to the supermarket’, ‘My friend and me we see car blue’

  VCEALL536 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL027

  Imitate pronunciation, stress and intonation patterns

  Elaborations

  • imitating and rehearsing pronunciation, stress and intonation patterns used by the teacher and peers, such as in stories, songs, rhymes
  • developing accurate pronunciation, stress and intonation for a small range of familiar and commonly used words and phrases, including personal language, classroom language, social formulas

  VCEALL027 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALA010

  Use acceptable social formulas and gestures to interact appropriately in context

  Elaborations

  • listening to and observing others to understand the nature of familiar social interactions
  • demonstrating a range of appropriate gestures including nodding, shaking head, raising hand
  • recalling and using common social formulas, such as ‘thank you’, ‘excuse me’, ‘please’

  VCEALA010 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA328

  Respond appropriately in some contexts

  Elaborations

  • listening to and observing others to understand the nature of familiar social interactions
  • adapting social expressions to suit the conversation partner, for example saying ‘Hi’ to a friend and ‘Good morning’ to a teacher

  VCEALA328 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC550

  Exchange information in oral interactions

  Elaborations

  • understanding a range of common questions on personal or familiar topics
  • using common sentence structures and borrowing phrases from questions, for example ‘What do you like to do on the weekends?’ ‘I like to do sport on the weekends’

  VCEALC550 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCEALC546

  Communicate needs in common social and school routines

  Elaborations

  • asking questions and following instructions to meet personal needs, such as where to find resources or what colour pen to use
  • understanding common words for social and school purposes, such as ‘I would like …’, ‘I need some help’

  VCEALC546 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCEALC245

  Identify some key points of information in short spoken texts, with guidance

  Elaborations

  • understanding learnt vocabulary and sentence structures in texts
  • pointing to parts of pictures that are mentioned in the text or conversation
  • using questions to help identify relevant items of information, for example Teacher: ‘What colour was it?’ Student: ‘It was blue’

  VCEALC245 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALC696

  Interpret and respond to accessible texts from across the curriculum

  Elaborations

  • reading and viewing in-school texts, including a range of factual and fictional text types, in print and digital formats
  • understanding background information associated with the content and text type, including the purpose and structure

  VCEALC696 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALL339

  Self-correct pronunciation and grammar

  Elaborations

  • assessing the listener’s understanding based on body language, facial expressions and direct feedback
  • seeking assistance from speech partners to re-pronounce words or rephrase sentences
  • attempting to self-correct pronunciation and grammar

  VCEALL339 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL579

  Identify what is being referred to by simple cohesive devices in a simple informative text

  Elaborations

  • understanding common coordinating conjunctions (such as ‘and’, ‘but’) and subordinating conjunctions (such as ‘as’, ‘when’)
  • matching cohesive devices (such as ‘this’, ‘that’, ‘those’) to the items they refer to

  VCEALL579 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features