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• VCEALA193

  Respond to and engage with an increasing range of texts about familiar and new content

  Elaborations

  • showing understanding of simple fiction and non-fiction texts
  • expressing a simple personal opinion about a text, for example ‘I like it’, ‘It’s interesting’

  VCEALA193 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA247

  Use appropriate social formulas

  Elaborations

  • understanding the nature of social interactions with familiar people and in known settings
  • using a small range of appropriate formulaic social expressions, such as ‘please’, ‘thank you’, ‘May I?’

  VCEALA247 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA059

  Respond to the terms ‘writing’ and ‘drawing’ appropriately

  Elaborations

  • following instructions to write or draw, such as ‘Write your name’, ‘Draw a face’
  • understanding that English writing consists of words formed by letters, and sentences comprising words

  VCEALA059 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALA410

  Identify and use features of formal and informal spoken texts

  Elaborations

  • understanding and following the structure of formal spoken texts, such as introducing, giving a message, concluding
  • developing an appropriate style of speech for the purpose, whether to inform, persuade or entertain

  VCEALA410 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC345

  Read simple, unfamiliar informative, imaginative and persuasive texts, with support

  Elaborations

  • reading a new text with occasional prompts and corrections from the teacher
  • using resources to support reading and understanding, such as vocabulary lists or group discussions

  VCEALC345 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Communication

• VCEALC759

  Extract and manipulate relevant information from a range of texts

  Elaborations

  • understanding connections between print and visual aspects of a text
  • locating, interpreting and explaining information from visual representations such as tables, graphs, diagrams and maps

  VCEALC759 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Communication

• VCEALC548

  Extract essential information from short, simple texts relevant to personal experience

  Elaborations

  • applying knowledge of basic text structure (such as beginning, middle and end) to identify the main idea and details
  • understanding common and learnt vocabulary

  VCEALC548 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCEALL257

  Use the most basic forms of modality

  Elaborations

  • understanding basic expressions of modality, such as ‘want to’, ‘have to’, ‘should’
  • beginning to use basic modal verbs, such as ‘want to’, ‘have to’, ‘should’

  VCEALL257 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL645

  Read texts that contain compound and complex sentences of two or three clauses

  Elaborations

  • understanding compound sentences using common coordinating conjunctions (such as ‘and’, ‘but’, ‘so’) and complex sentences using subordinating conjunctions (such as ‘because’, ‘if’, ‘before’)

  VCEALL645 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL178

  Attempt basic self-correction

  Elaborations

  • attempting to self-correct pronunciation when the listener does not understand the word being spoken
  • repeating correct pronunciation following modelling by the listener

  VCEALL178 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL364

  Read texts that contain compound and complex sentences

  Elaborations

  • reading a small range of factual and fictional texts
  • understanding common coordinating conjunctions (such as ‘and’, ‘but’, ‘so’) and subordinating conjunctions (such as ‘because’, ‘if’, ‘before’)

  VCEALL364 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL748

  Sustain complex ideas and information in coherent spoken texts, taking account of audience and purpose

  Elaborations

  • understanding and applying organisational features of a range of spoken texts, such as reports, persuasive texts, multimodal presentations
  • presenting a logical sequence of information in prepared and impromptu spoken texts

  VCEALL748 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL448

  Follow direct and indirect speech

  Elaborations

  • understanding the punctuation used to indicate direct speech
  • creating a comic strip or storyboard with speech bubbles based on a passage containing direct or indirect speech

  VCEALL448 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL452

  Vary speech to add meaning to texts when reading aloud

  Elaborations

  • using intonation and emphasis to highlight different features of text, for example questions, opinion or dialogue
  • rereading sections of text and rehearsing reading aloud to improve fluency and understanding

  VCEALL452 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• 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

• VCELA371

  Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language

  Elaborations

  • identifying abstract nouns in a response to a literary text, noting those that are similar in meaning and how they demonstrate understanding of features of the text, for example characters

  VCELA371 | Curriculum content | English | Level 7 | Reading and Viewing | Language

• VCELY308

  Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular audiences and purposes such as informative, persuasive and imaginative, including multimodal elements

  Elaborations

  • reporting on a topic in an organised manner, providing relevant facts and descriptive detail to enhance audience understanding, and beginning to refer to reliable sources to support claims

  VCELY308 | Curriculum content | English | Level 4 | Speaking and Listening | Literacy

• VCELY338

  Participate in informal debates and plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

  Elaborations

  • planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding

  VCELY338 | Curriculum content | English | Level 5 | Speaking and Listening | Literacy

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A1 achievement standards - Writing

  At Level A1 students communicate their ideas and experiences simply through drawings, copied writing, dictated texts and their own basic writing, showing evidence of a developing understanding of the writing process. They contribute to shared writing activities. They demonstrate an early awareness...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A1 | Writing

• 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