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

  At Level CL students read and complete simple, structured activities around a wide range of familiar, short, simple texts that use repetitive structures and features and are strongly supported by illustrations. These texts may be print or digital texts, including handwritten, visual, multimodal...

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

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C1 description

  The curriculum for Level C1 supports students to develop their communication skills both verbally and non-verbally. It provides a range of opportunities for students to interact with their peers. Through active participation in conversations, students learn about the ways to apply formulaic language...

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

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

  The Level CL curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to participate in routine and familiar exchanges in English with their peers. The curriculum covers the practising of pronunciation...

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

• English: Level D achievement standards - Reading and Viewing

  By the end of Level D, students listen to and view a range of spoken, written and multimodal texts from familiar contexts. They identify the main character and event in an imaginative text. They use visual images to identify the key topic or theme within an informative text. They understand familiar...

  Level description | English | Level D | Reading and Viewing

• VCEALC003

  Negotiate simple social or learning activities

  Elaborations

  • observing peers and copying actions in response to instructions or in classroom activities
  • asking for attention or assistance from the teacher or a friend by asking directly, using intonation to signal requests or indicating non-understanding through speech or body language
  • understanding common vocabulary related to needs (such as ‘toilet’, ‘pencil’, ‘stop’) and constructing simple phrases with this vocabulary (such as ‘Go toilet?’, ‘This my pencil’, ‘Stop that!’)
  • using picture cards, classroom charts and objects to support communication, for example pointing to a picture

  VCEALC003 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• 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)

• VCEALA194

  Show an interest in reading books

  Elaborations

  • understanding how to read books in English, such as holding a book with the correct orientation, turning to the correct page when shown and tracking with finger from left to right
  • exploring a new book before reading, by looking at the images, amount of print and familiar elements
  • seeking books in home language or related to familiar topics to share with family members

  VCEALA194 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA657

  Reflect on own writing through class discussion

  Elaborations

  • discussing strengths and limitations of own texts with peers in structured activities, for example assessing a text against a checklist, comparing paragraphs written by different authors
  • understanding and responding to feedback about the text structure, sequencing of ideas, expression, and vocabulary choices in own writing

  VCEALA657 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Cultural and Plurilingual Awareness

• VCEALC166

  Negotiate familiar social situations and learning activities with the teacher or with friends

  Elaborations

  • understanding simple, predictable questions
  • following simple instructions using the actions of others as cues, for example moving to the floor or collecting a book
  • making simple requests or expressing needs using actions, single words and short phrases
  • giving simple responses, such as nodding or saying ‘yes’, ‘no’ or short learnt phrases

  VCEALC166 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALC760

  Summarise the nature and content of a text, including making evaluative comments

  Elaborations

  • using a range of reading and viewing strategies to understand the content of the text, such as skimming, scanning, referring to dictionaries or other texts
  • evaluating aspects of language and content that impact the relevance, reliability or accessibility of the text
  • summarising key ideas from a text in a range of forms, such as notes and visual texts

  VCEALC760 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Communication

• VCEALC567

  Attempt to read familiar and unfamiliar texts with fluency

  Elaborations

  • understanding classroom labels such as those on lockers or desks, and signs around the school such as ‘front office’, ‘toilets’
  • reading a range of familiar and unfamiliar texts, such as own writing, peer’s writing, teacher’s writing
  • following simple print texts that are read aloud at a moderate pace

  VCEALC567 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALC611

  Participate in common school routines

  Elaborations

  • understanding common classroom language, including questions, instructions and basic information
  • following a short set of instructions in sequence, such as ‘Divide your page into two columns. Label the columns A and B. Then number the rows 1 to 20’
  • asking for clarification, for example ‘Do I number the rows like this?’

  VCEALC611 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• 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

• VCEALL107

  Identify key words and ideas from short, familiar spoken texts supported by context

  Elaborations

  • recognising familiar and learnt vocabulary in short spoken texts
  • understanding key information in short texts about a topic studied in class, and responding to questions, such as naming characters from a story, identifying an animal illustration based on a description
  • using contextual information, including images, word lists or print texts, to identify key words and ideas

  VCEALL107 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL338

  Use simple forms of modality

  Elaborations

  • understanding simple modality, such as ‘if’, ‘could’, ‘might’, ‘will’, ‘must’, ‘perhaps’, when listening to others
  • beginning to use modality through verbs (‘It might rain’, ‘You can do it’) and adverbs (‘Perhaps I will go’, ‘This is really tasty’)

  VCEALL338 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL708

  Identify the role of cohesive markers in a text

  Elaborations

  • identifying cohesive markers in a text, such as ‘also’, ‘finally’, ‘however’
  • understanding the words replaced by reference items, and tracing these reference chains through a long text, for example ‘The team was reluctant to remain during the polar winter, when the sun may not be seen for over a month, as this is the most difficult time for Arctic exploration’

  VCEALL708 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL475

  Create mood and feeling through the selection of appropriate vocabulary and idiom

  Elaborations

  • choosing vocabulary to express shades of meaning, for example choosing for effect ‘cloudy’, ‘gloomy’ or ‘bleak’
  • understanding differences between specialised and colloquial language, for example ‘feline’, ‘cat’ and ‘moggy’
  • using some idioms learnt from reading and viewing, in creative or personal writing

  VCEALL475 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• 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

• VCEALL131

  Relate most letters of the alphabet to sounds

  Elaborations

  • using the common sound of each letter when reading a new word
  • understanding that a letter can represent more than one sound
  • pronouncing the sound of each letter when sounding out new words
  • recognising beginning, middle or final sounds in words

  VCEALL131 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL444

  Interpret the meaning of written text that uses a range of tenses and negation

  Elaborations

  • identifying the base word and understanding the effect of more complex tense and negation, for example in ‘had not arrived yet’
  • identifying simple passive constructions and comparing them to active constructions, such as ‘We read the book’ and ‘The book was read by our class’
  • transforming sentences from a text into negatives or different tenses

  VCEALL444 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features