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• VCEALL340

  Respond to a short sequence of instructions in a familiar context

  Elaborations

  • understanding and using common classroom action verbs, such as ‘sit’, ‘collect’, ‘open’, ‘stop’
  • understanding and using simple sequence markers, such as ‘first’, ‘next’, ‘and then’
  • asking for clarification, for example ‘What next?’, ‘Is this right?’

  VCEALL340 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• 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

• 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

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

  The Level BL curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to initiate and sustain simple conversations with their peers. The curriculum covers grammatical rules that students begin...

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

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C2 description

  The Level C2 curriculum supports students to enhance their knowledge, understanding and skills in relation to spoken English. At this level, students learn to initiate and negotiate topics when speaking in English in a range of contexts. The curriculum focuses on pronunciation, stress and intonation...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• English: Foundation Level achievement standards - Reading and Viewing

  By the end of the Foundation level, students use questioning and monitoring strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify...

  Level description | English | Foundation Level | Reading and Viewing

• English: Level 1 achievement standards - Reading and Viewing

  By the end of Level 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. They are able to read...

  Level description | English | Level 1 | Reading and Viewing

• English: Level B description

  In Level B, students communicate with peers, teachers and known adults. Opportunities are provided for students to explore English knowledge, understanding, skills and processes through everyday experiences, personal interests and significant events. Students begin to understand that communication...

  Level description | English

• VCEALL515

  Recognise basic cohesive devices in a simple text

  Elaborations

  • recognising basic conjunctions, such as ‘and’, ‘but’, ‘because’
  • understanding basic pronoun references (such as ‘it’, ‘she’, ‘they’) in familiar texts

  VCEALL515 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL494

  Use basic time and sequence markers

  Elaborations

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

  VCEALL494 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL557

  Comprehend and produce short spoken text types

  Elaborations

  • understanding and producing short texts, such as simple recounts, descriptions, instructions
  • using basic features to structure texts, such as introduction, body, conclusion

  VCEALL557 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL282

  Use some of the terminology of reading

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • identifying features of a text in answer to questions such as ‘Who is the author of this book?’

  VCEALL282 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCELA036

  Recognise that texts can have many forms, can use images, objects and symbols

  Elaborations

  • beginning to understand that multimodal texts may include symbols, images and objects
  • recognising some photographs, images and objects in a text

  VCELA036 | Curriculum content | English | Level B | Reading and Viewing | Language

• VCELY083

  Use images within text to identify key objects and events

  Elaborations

  • using images to select a text to be read or viewed
  • learning to sequence images to demonstrate an understanding of a text that has been listened to or viewed

  VCELY083 | Curriculum content | English | Level C | Reading and Viewing | Literacy

• VCELY332

  Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements

  Elaborations

  • writing letters in print and by email, composing with increasing fluency, accuracy and legibility and demonstrating understanding of what the audience may want to hear

  VCELY332 | Curriculum content | English | Level 5 | Writing | Literacy

• VCELY275

  Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications

  Elaborations

  • participating in collaborative discussions, building on and connecting ideas and opinions expressed by others, and checking own understanding against group views

  VCELY275 | Curriculum content | English | Level 3 | Speaking and Listening | Literacy

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C3 description

  The Level C3 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English. At this level, students learn to listen, question and respond in English in a broad range of contexts. Students are provided with a variety of listening and speaking...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• English | English as an Additional Language (EAL): Rationale and Aims

  Rationale

  The English as an Additional Language (EAL) curriculum is central to the learning and development of all young Australians for whom English is not their home language. Through learning EAL, students build their capacity to communicate confidently and effectively. This learning also...

  Overview material | English as an Additional Language (EAL)

• VCEALA191

  Show awareness that texts convey meaning

  Elaborations

  • understanding that print words contain a consistent message
  • understanding that different texts have different purposes, including picture books, class writing, diaries
  • identifying a familiar book or text that contains a particular message, for example when asked ‘Which book told us about the rainforest?

  VCEALA191 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC675

  Participate in a range of school routines in mainstream classrooms

  Elaborations

  • understanding classroom routines, including listening to others before speaking, turn-taking and putting hand up
  • understanding and recounting a spoken sequence of instructions, or a description or explanation relating to a topic
  • comprehending topic-specific vocabulary and grammatical structures that connect and sequence ideas

  VCEALC675 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication