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• 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

• VCEALL706

  Compare the structures of different texts

  Elaborations

  • comparing features of everyday or school texts on related topics, such as a report and a review
  • using annotations, tables or Venn diagrams to record and communicate comparisons

  VCEALL706 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL227

  Write or dictate in sentences or phrases that match oral sentence structures

  Elaborations

  • using the same expression in writing as in speech, such as ‘Go to school’, ‘Come here’, ‘Play with …’
  • dictating a story for the teacher to write down, based on drawings or prompts

  VCEALL227 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL180

  Use words from sets related to immediate communicative need, interest or experience

  Elaborations

  • recalling familiar words related to immediate needs, such as family, school, colours, numbers, days
  • referring to charts or vocabulary lists to select words required for communicative needs

  VCEALL180 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• English | English: Learning in English

  Students develop knowledge, understanding and skills across the strands of Language, Literature and Literacy. Each strand contributes its own distinctive goals, body of knowledge, history of ideas and interests to the study of English. 

  Learning about and using language

  In the Language...

  Overview material | English

• VCEALA702

  Understand the relationship between text structures and social purposes of text types studied in class

  Elaborations

  • understanding a range of school texts, such as a practical report, a review, a research project
  • discussing the purpose of individual features of a text, for example headings in a pamphlet or images on a website
  • using modelled metalanguage to name and describe features of texts

  VCEALA702 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC590

  Write short factual texts on familiar content, consisting of simple sentences or statements approximating sentences

  Elaborations

  • writing a small range of short school-based text types, for example description, instruction, procedure, narrative
  • following an appropriate structure for the text, using model texts or templates for support

  VCEALC590 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Communication

• VCEALC735

  Participate in conversations with fluent speakers that involve changes of topic and register

  Elaborations

  • participating in conversations with a range of people such as peers, teachers and visitors
  • talking about a range of topics, such as personal stories or discussions about school
  • negotiating changes in register, for example changing from talking about a classroom topic to making a request

  VCEALC735 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• 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

• VCEALC633

  Locate specific information from subject-based diagrams, graphs and charts

  Elaborations

  • identifying a sentence that describes a graph or image, for example ‘More than half of the class walks to school’
  • using labels or captions to identify specific features on a diagram, illustration or map

  VCEALC633 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Communication

• VCEALL642

  Identify different forms of texts

  Elaborations

  • understanding the basic structure of a range of texts used at school, such as narrative, information report, essay, poetry
  • identifying features of layout and content organisation in a text, such as title and chapter headings
  • labelling features of a text or sequencing parts

  VCEALL642 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL077

  Write new words with an initial letter or several letters

  Elaborations

  • representing words by their initial letter (such as ‘b’ for ‘book’) or by their beginning and ending sounds (such as ‘bk’ for ‘book’)
  • writing strings of letters that approximate the pronunciation of words, such as ‘scol’ for ‘school’, ‘fes’ for ‘face’

  VCEALL077 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL750

  Use a range of cohesive devices to extend and connect speech

  Elaborations

  • connecting multiple clauses using a range of coordinating and subordinating conjunctions, for example ‘Because of the flooding, they could not access their house and had to evacuate to the school instead’
  • using pronoun references to maintain cohesion throughout an extended text

  VCEALL750 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCELA132

  Use vocabulary in the form of short phrases for a variety of purposes such as to request an object, communicate a need, recount information, or express a feeling

  Elaborations

  • building the vocabulary to label personal interests, experiences and associated objects
  • building vocabulary and images used to label experiences at school including those associated with topics or themes of study

  VCELA132 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELA198

  Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others

  Elaborations

  • recognising how and where signs and symbols are used and placed in students’ school and community
  • learning some signs in Auslan and finding out about ‘Hear a Book’ and Braille technologies for hearing and visually impaired people

  VCELA198 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCEALL309

  Sequence ideas simply, using short sentences or statements

  Elaborations

  • writing a series of short statements in time sequence, for example ‘I eat breakfast’, ‘I go to school’, ‘I read a book’
  • grouping together short sentences about the same topic, for example ‘Frogs are green’, ‘Frogs have big eyes’, ‘They eat insects’
  • using simple pronoun references to avoid repeating the subject in consecutive sentences, for example ‘Emma came to school early. She felt very tired’ and ‘Yesterday the class went … We went …’

  VCEALL309 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL073

  Write sentences or phrases that reflect own oral structures

  Elaborations

  • writing simple strings of words that approximate sentences, such as ‘Go to school’, ‘Go home’, ‘Come from’
  • using the most common coordinating conjunctions (‘and’, ‘but’) to connect clauses, sometimes writing run-on sentences, such as ‘At school teacher teach us and we work and we play’
  • writing with some errors in word order, such as ‘I saw a car blue’

  VCEALL073 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALA510

  Demonstrate interest in reading books

  Elaborations

  • engaging in library sessions, shared reading and independent reading activities
  • seeking and selecting books from the school or class library to read or share with family members
  • discussing books with peers and the teacher, for example talking about a character or topic, pointing out illustrations of interest

  VCEALA510 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Cultural and Plurilingual Awareness

• 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

• VCEALL564

  Use words from lexical sets related to communicative need, interest, experience or learning

  Elaborations

  • recalling and applying a range of words related to familiar topics, such as words related to family, school, colours, numbers, days, months
  • using common synonyms (such as ‘hot’ and ‘warm’) and antonyms (such as ‘fast’ and ‘slow’) to communicate a range of meanings
  • connecting a small number of words from a lexical set, for example ‘soccer’, ‘ball’, ‘team’, ‘match’

  VCEALL564 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features