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• VCELA190

  Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands

  Elaborations

  • using intonation and pauses in response to punctuation when reading
  • reading texts and identifying different sentence-level punctuation
  • writing different types of sentences, for example statements and questions, and discussing appropriate punctuation

  VCELA190 | Curriculum content | English | Level 1 | Writing | Language

• VCEALC005

  Understand a simple spoken text

  Elaborations

  • listening to a long text with visual support, such as instructions for and a demonstration of a game or art activity
  • recognising familiar vocabulary, for example animal names, colours, time markers
  • identifying single items of information from short spoken texts, such as a number, colour, name
  • answering specific questions about the spoken text that are based on familiar question stems such as ‘Who’, ‘Where’, ‘When’

  VCEALC005 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALC084

  Respond appropriately in a range of common social and classroom situations

  Elaborations

  • responding with short extended responses including answering questions, adding to other speakers’ points, giving personal opinions
  • expressing ideas, humour and simple opinions, and describing feelings, for example ‘I am very happy’
  • giving a short presentation to a group on a familiar topic, such as sharing or recounting a personal experience
  • borrowing key topic words and question structures to help formulate responses

  VCEALC084 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALC544

  Respond appropriately to a range of commonly encountered questions using short, familiar formulas or expressions

  Elaborations

  • using familiar or formulaic phrases and sentences to respond, such as ‘My name is …’ or ‘Nice to meet you’
  • borrowing words or phrases from the question to respond, for example ‘What is your favourite sport?’ ‘My favourite sport is …’

  VCEALC544 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCEALC613

  Extract specific information from spoken or visual texts, using guide questions from the teacher

  Elaborations

  • using questions to identify key words in the text or predict the sequence of information

  VCEALC613 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• English | English: Structure

  The English curriculum is organised by language modes and strands.

  Language Modes

  The language modes are interrelated and the learning in one often supports and extends learning of the others. Each content description has been placed in the mode which is the major focus of its learning.

  Classroom...

  Overview material | English

• VCEALA382

  Draft a piece of writing focusing on meaning, and revise after rereading or discussion

  Elaborations

  • drafting based on a plan showing text organisation and sequence of ideas
  • reading aloud to self or partner to check meaning and comprehensibility
  • adding or deleting ideas, and correcting simple errors in spelling and punctuation after rereading or discussion with peers or teacher

  VCEALA382 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA041

  Recall or repeat familiar or favourite parts of a text using memory or home language resources

  Elaborations

  • identifying familiar settings, characters or events in stories
  • retelling events or describing characters from a story, or stating facts from an information text
  • answering simple questions about personal experience related to stories, for example ‘Have you ever …?’, ‘Do you like … too?’
  • translating parts of a familiar or favourite text to explain it to a family member or home language peer

  VCEALA041 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA037

  Participate in shared reading activities

  Elaborations

  • focusing during group reading activities
  • participating with key repetitive phrases or choruses in shared reading activities
  • imitating the pronunciation of the teacher and peers in shared reading activities
  • participating in activities to accompany texts, such as performing actions for a song, following instructions for a simple science activity
  • contributing to shared responses to texts, such as sequencing images in order, matching sentence stems and endings, answering simple questions about ideas in a text

  VCEALA037 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC113

  Understand information in texts read and viewed in class

  Elaborations

  • demonstrating understanding of simple factual or fictional texts by performing a task, such as following written instructions to plant a seed in a pot, dramatising or drawing parts of a story
  • answering simple questions, indicating true/false statements or sequencing information from a text
  • matching phrases and sentences from the text to images or diagrams showing the same ideas
  • obtaining information from simple diagrams or graphs
  • demonstrating understanding of new texts and responding to them, for example reading along with repetitive sections or predicting what comes next

  VCEALC113 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Communication

• VCEALL043

  Understand and explore the basic features of different texts

  Elaborations

  • matching labels to parts of a simple text, for example the title, introduction, requirements and method of a procedure; or the title, images and text on a poster
  • answering simple questions about the features of a text, for example ‘What is the name of this text?’, ‘Where is there a list in this text?’
  • making simple predictions about the topic or purpose of the text, for example based on the introduction to an instructional video
  • following step-by-step instructions to find information in a text, for example ‘Open up the contents page. Now find the heading that says “ocean”. Which page should we turn to?’

  VCEALL043 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL123

  Identify and compare differences in text genres

  Elaborations

  • accessing a range of text types, including recount, report, procedure, narrative, poem, song, slideshow, web page, podcast
  • identifying the topic and structure of a text based on its layout and visual appearance, for example use of headings or images
  • answering questions about text purpose and organisation, for example ‘Which text tells us how to do something?’, ‘Which texts use headings?’
  • matching labels to sections of a learnt text type

  VCEALL123 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL279

  Identify and compare differences between text types

  Elaborations

  • accessing a range of text types including recount, report, narrative, slideshow, web page, podcast
  • identifying the topic and structure of a text based on its layout and visual appearance, for example use of headings or illustrations
  • answering questions about text purpose and organisation, for example ‘Which text tells us how to do something?’, ‘Which texts use headings?’

  VCEALL279 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• 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

• English: Level 7 description

  In Levels 7 and 8, students communicate 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...

  Level description | English

• 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

• VCEALA703

  Experiment with reading long, complex texts with support from the teacher

  Elaborations

  • choosing a range of texts, including fiction and non- fiction, on diverse topics and with a range of perspectives
  • identifying texts of interest based on comprehensible structure, challenging language and relevant topics
  • seeking advice from the teacher when selecting texts to read for pleasure or a specific purpose

  VCEALA703 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC031

  Understand aspects of simple, familiar texts

  Elaborations

  • recognising illustrations or character names when rereading a familiar story
  • understanding repeated conventional features of familiar text types, such as titles, ‘Once upon a time’
  • identifying characters, settings or key events in a narrative
  • showing comprehension through appropriate activities, such as sequencing pictures, dramatising a story, painting or drawing characters

  VCEALC031 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Communication

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

  At Level A1 students communicate in basic English in routine, familiar, social and classroom situations. They follow and give simple instructions, exchange basic personal information, and negotiate well-known, predictable activities and contexts. They begin to modify their responses and manner...

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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B1 achievement standards - Reading and Viewing

  Students working at Level B1 read short familiar texts, based on simple language structures and features, common vocabulary and familiar contexts. They retell simply, predict likely outcomes, sequence ideas, and complete basic comprehension activities. These texts may be print or digital, including...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Reading and Viewing