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• English | English as an Additional Language (EAL): Structure

  The English as an Additional Language (EAL) curriculum is organised by pathways, language modes and strands.

  Pathways

  The EAL curriculum is a continuum structured as three EAL pathways (A, B, C). Each pathway describes a different stage of English-language learning (early, mid and late), and...

  Overview material | English as an Additional Language (EAL)

• English: Level 7 description

  In Levels 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional...

  Level description | English

• English: Level 8 description

  In Levels 7 and 8, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and...

  Level description | English

• 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

• VCEALL774

  Demonstrate a broad technical vocabulary across the curriculum areas

  Elaborations

  • reading, with understanding, texts containing new vocabulary, some subject-specific vocabulary and figurative language
  • responding to the use of vocabulary in a text, for example by describing emotions elicited by particular words or phrases
  • creating graphic organisers, for example word clines or word maps, to illustrate the relationships between synonyms and antonyms

  VCEALL774 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL156

  Use some curriculum or content area vocabulary

  Elaborations

  • using learnt topic-specific vocabulary in simple modelled sentences

  VCEALL156 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL793

  Use an expanded vocabulary appropriate for the curriculum area

  Elaborations

  • incorporating sophisticated vocabulary appropriate for the curriculum area, such as subject-specific terms, antonyms, synonyms, abstract nouns
  • distinguishing between different meanings for words in different contexts, for example ‘psychological complex’, ‘complex issue’, ‘complex sentence’ and ‘residential complex’ convincing scientific evidence supporting this theory …’

  VCEALL793 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL755

  Use words with multiple meanings across curriculum areas

  Elaborations

  • using a range of vocabulary learnt from different curriculum areas in spoken texts, such as discussions, presentations
  • using different specialist and everyday meanings of words, such as using ‘state’ in reference to a territory, a state of matter and a state of affairs

  VCEALL755 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL622

  Use a small variety of text types for curriculum areas

  Elaborations

  • understanding and using structural features of some texts used in different curriculum areas, such as procedures, reports, formal speeches
  • following a logical structure when producing spoken texts, for example with an introduction, sequenced information, conclusion

  VCEALL622 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL693

  Use specific curriculum area language, including technical terms

  Elaborations

  • incorporating learnt vocabulary into spoken texts, such as discussions, presentations
  • using technical terms (such as ‘photosynthesis’, ‘expiration’) and sub-technical terms (such as ‘process’, ‘analysis’)

  VCEALL693 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL692

  Comprehend familiar and specific curriculum area vocabulary in a spoken or digital text

  Elaborations

  • matching familiar and learnt vocabulary in spoken texts to print information such as transcripts or word lists
  • using specific curriculum area vocabulary when responding to texts, for example in discussions or presentations

  VCEALL692 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL768

  Examine the role of the structures and features of mainstream texts in different curriculum areas

  Elaborations

  • comparing and contrasting structure and language features of texts from different curriculum areas, such as comparing reports from Science and History, or essays from English and Art
  • examining structures and features of texts in curriculum areas through guided activities, such as labelling, sequencing, transforming texts

  VCEALL768 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALC739

  Extract key information or ideas from a variety of texts across the curriculum areas, with reduced support

  Elaborations

  • accessing and comprehending a range of cross-curricular texts, such as a guest speaker’s talk, a short film, a podcast
  • using reduced support, for example broad headings rather than topic-specific questions

  VCEALC739 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• VCEALC778

  Write extended factual texts conveying a variety of aspects of topics from across the curriculum

  Elaborations

  • writing extended factual texts reflecting the structure and language of the text type
  • writing a range of texts used across the curriculum areas (such as a historical essay, information report, procedure, explanation), with reference to templates and models
  • incorporating information from two or three sources used in class

  VCEALC778 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Communication

• VCEALC455

  Write a range of texts covering topics across the curriculum areas, incorporating information from different sources

  Elaborations

  • writing a small range of texts used in different curriculum areas (such as historical recount, information report, procedure, explanation), with reference to templates and models
  • incorporating information from personal experience, classroom activities and shared texts
  • contributing to shared writing of a recount or report on an online platform, giving reasons for placing events in a particular sequence

  VCEALC455 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Communication

• VCEALL648

  Recognise common vocabulary and learnt topic-specific vocabulary from different curriculum areas

  Elaborations

  • understanding words learnt from classroom interactions and texts
  • recognising in an unfamiliar text topic-specific vocabulary that has been learnt in other curriculum areas, for example ‘angle’, ‘primary’, ‘foul’

  VCEALL648 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• English | English as an Additional Language (EAL): Resources

  A range of resources to assist with implementing the F–10 English as an Additional Language (EAL) curriculum are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F–10 EAL resources (VCAA)

  The VCAA website...

  Overview material | English as an Additional Language (EAL)

• English | English: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | English

• English | English: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | English

• English | English: Structure

  The English curriculum is organised by language modes and strands.

  Language Modes

  The language modes are interrelated and the learning in one often supports and extends learning of the others. Each content description has been placed in the mode which is the major focus of its learning.

  Classroom...

  Overview material | English