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• VCEALA091

  Initiate and maintain simple conversations with others

  Elaborations

  • understanding and responding to simple English expressions related to personal or familiar topics, for example answering simple questions by giving basic information about self
  • borrowing words from questions asked, for example ‘What is your hobby?’, ‘My hobby is …’
  • negotiating meaning through use of gestures, modified speech, simple questions and clarifications
  • initiating exchanges in social and learning context, for example by asking a question

  VCEALA091 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC004

  Question to check meaning so as to clarify or confirm

  Elaborations

  • checking understanding of simple, familiar instructions and routines, for example Teacher: ‘It’s playtime.’ Student: ‘Go outside?’
  • using learnt social formulas, such as ‘please’ and ‘thank you’, when asking questions
  • using simple formulaic expressions to make requests or ask questions, for example ‘Please say again’, ‘What is that?’
  • listening to and using speaker’s key words when asking for clarification, for example Teacher: ‘Paste it in your book.’ Student: ‘Language book?’
  • supplementing spoken requests with gesture and mime

  VCEALC004 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALC088

  Follow a short sequence of instructions related to classroom procedures or learning activities

  Elaborations

  • following a range of classroom instructions, for example book borrowing procedures, rules for using computers
  • ordering information from a short spoken text using visual images
  • identifying key words and phrases that refer to known objects in the classroom or locations in the school
  • understanding common classroom action verbs such as ‘sit’, ‘collect’, ‘open’, ‘stop’
  • using contextual information to clarify or confirm instructions, for example the teacher’s gestures, the actions of peers

  VCEALC088 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALL420

  Respond to a sequence of instructions

  Elaborations

  • identifying key words used in the instructions, for example names of classroom items, software functions or action verbs, such as ‘workbook’, ‘paste’, ‘rule’
  • understanding a small number of instructions and following them in sequence, such as ‘Open your book to a new page. Rule up the page and write the date. Then copy the heading from the board’
  • asking for clarification, for example ‘Do I rule it up like this?’

  VCEALL420 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL108

  Use words learnt from a range of classroom and social contexts

  Elaborations

  • using a range of words related to familiar topics, such as words related to family, school, colours, numbers, days, months
  • using words from lexical sets related to topics of conversation, such as words for favourite foods or pastimes
  • using words learnt from print texts, such as by asking what a word means, for example ‘I don’t understand. What’s “fete”?’

  VCEALL108 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCELA178

  Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances

  Elaborations

  • knowing that, in terms of meaning, a basic sentence or clause represents: a happening or a state (verb), who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase)
  • understanding that a simple sentence expresses a single idea, represented grammatically by a single independent clause (for example 'A kangaroo is a mammal. A mammal suckles its young')

  VCELA178 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCELA059

  Use sounds, gestures, images and facial expressions to communicate

  Elaborations

  • responding to their name and the names of familiar people
  • responding consistently to familiar contexts including people, places and objects
  • showing an understanding that sound and action convey meaning
  • contributing to small group discussions by sharing a favourite toy
  • gaining and directing attention, such as turning attention toward the person who is communicating
  • recognising some of the sounds, gestures and facial features of familiar people and contexts
  • reproducing part of a short message by pointing and/or using objects or pictures

  VCELA059 | Curriculum content | English | Level B | Speaking and Listening | Language

• VCELT306

  Discuss literary experiences with others, sharing responses and expressing a point of view

  Elaborations

  • sharing and discussing own and others’ understanding of the effects of particular literary techniques on their appreciation of texts
  • drawing comparisons between multiple texts and students’ own experiences. Commenting orally, in written form and in digital reviews on aspects such as: 'Do I recognise this in my own world?'; 'How is this text similar to or different from other texts I’ve read?'; 'How common is it to human experience in the real world?'; 'What new ideas does it bring?'; ’How do they fit with what I believe?'

  VCELT306 | Curriculum content | English | Level 4 | Speaking and Listening | Literature

• VCELT460

  Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts

  Elaborations

  • investigating and analysing the ways cultural stories may be retold and adapted across a range of contexts such as the ‘Cinderella’ story and the ‘anti-hero’
  • imaginatively adapting texts from an earlier time or different social context for a new audience
  • exploring and reflecting on personal understanding of the world and human experience gained from interpreting literature drawn from cultures and times different from the students’ own

  VCELT460 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCELY210

  Engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and questions, taking turns and recognising the contributions of others

  Elaborations

  • listening for details in spoken informative texts
  • participating in informal and structured class, group and pair discussions about content area topics, ideas and information
  • speaking clearly and with appropriate volume
  • interacting confidently and appropriately with peers, teachers, visitors and community members
  • learning to value listening, questioning and positive body language and understanding that different cultures may approach these differently
  • formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions

  VCELY210 | Curriculum content | English | Level 1 | Speaking and Listening | Literacy

• VCEALC002

  Respond simply to questions and prompts

  Elaborations

  • recognising familiar question stem words such as ‘Who’, ‘Where’, ‘Do’
  • understanding common or personal questions, for example ‘How old are you?’, ‘What sports do you like?’
  • giving simple responses, such as nodding, ‘yes’, ‘no’, short learnt phrases
  • responding to questions with a single word or phrase but making longer utterances by substituting words in known sentence patterns
  • expanding on basic personal information when prompted, supported and given adequate time, such as ‘My name is ...’, ‘I come from …’
  • borrowing and adapting key words from questions, for example by reordering, as in Teacher: ‘Are you finished, Ali?’ Student: ‘Ali finished’

  VCEALC002 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALL103

  Use a small range of common verb forms accurately

  Elaborations

  • using some forms of the verbs ‘to be’ and ‘to have’ correctly, such as ‘Her name is Mia’
  • using correct verb endings, such as ‘–ing’, ‘–ed’, with some consistency
  • using a range of common verb tenses for familiar verbs, such as present simple tense (for example ‘walk’, ‘go’), present continuous tense (for example ‘is walking’, ‘is going’), regular and common irregular past tenses (for example ‘walked’, ‘went’)
  • understanding basic expressions of modality when listening, such as ‘want to’, ‘have to’, ‘should’
  • beginning to use basic modal verbs, such as ‘want to’, ‘have to’, ‘should’

  VCEALL103 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL102

  Apply some grammatical rules but may overgeneralise for irregular forms

  Elaborations

  • expressing simple questions mostly accurately, including ‘wh–’ questions such as ‘Where did you live before?’ or yes/no questions such as ‘Is that my book?’
  • expressing statements and commands mostly accurately, such as ‘She went home’, ‘Please give it to me’
  • using correct verb and noun endings with some consistency, such as ‘–ing’, ‘–ed’, ‘–s’
  • overgeneralising some rules, such as formation of plurals (for example ‘mouses’) and past tenses (for example ‘swimmed’, ‘buyed’)
  • understanding some common phrases or clauses in both their full and contracted forms, such as ‘I’m’ and ‘I am’; ‘you’re’ and ‘you are’

  VCEALL102 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCELT435

  Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts

  Elaborations

  • exploring and reflecting on representations of values (for example love, freedom, integrity) in literature drawn from cultures and times different from their own
  • exploring and reflecting on personal understanding of the world and human experience, interpreted in literature drawn from cultures and times different from the students’ own
  • reviewing historical fiction or nonfiction written by and about the peoples of Asia
  • analysing literary texts created by and about Aboriginal and Torres Strait Islander peoples (including documentaries, picture books, print texts and other multimodal texts) and also texts including film produced by and about peoples of Asian background, and considering the different ways these texts represent people, places, things and issues

  VCELT435 | Curriculum content | English | Level 9 | Reading and Viewing | Literature

• VCELY174

  Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak

  Elaborations

  • listening to, remembering and following simple instructions
  • sequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues, retelling information using story maps
  • listening for specific things, for example the main idea of a short statement, the details of a story, or to answer a given question
  • participating in informal situations, for example play-based experiences which involve the imaginative use of spoken language
  • participating in class, group and pair discussions about shared experiences including shared texts
  • asking and answering questions to clarify understanding

  VCELY174 | Curriculum content | English | Foundation Level | Speaking and Listening | Literacy

• VCELA472

  Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts

  Elaborations

  • recognising how emphasis in sentences can be changed by reordering clauses (for example, ‘She made her way home because she was feeling ill’ as compared with ‘Because she was feeling ill, she made her way home’) or parts of clauses (for example, ‘The horses raced up from the valley’ as compared with ‘Up from the valley raced the horses’)
  • recognising how the focus of a sentence can be changed through the use of the passive voice (for example compare active, ‘The police had caught the thief.’ with passive ‘The thief had been caught.’)
  • observing how authors sometimes use verbless clauses for effect (for example, ‘And what about the other woman? With her long black eyelashes and red lipstick’)
  • understanding that a sentence can begin with a coordinating conjunction for stylistic effect (for example, ‘And she went on planning to herself how she would manage it’)

  VCELA472 | Curriculum content | English | Level 10 | Writing | Language