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• VCELA353

  Understand how to use phonic knowledge and accumulated understandings about blending, letter–sound relationships, common and uncommon letter patterns and phonic generalisations to recognise and write increasingly complex words

  Elaborations

  • spelling increasingly complex words using understanding of common letter patterns, for example 'pneumonia'

  VCELA353 | Curriculum content | English | Level 6 | Writing | Language

• VCEALA014

  Check understanding of classroom conversations or instructions by asking other home language speakers to clarify

  Elaborations

  • asking questions about classroom activities and topics in home language
  • seeking instructions from same language peers before beginning classroom tasks
  • understanding responses from peers that combine elements of English, home language and gesture

  VCEALA014 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• 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

• VCEALA172

  Check understanding of classroom English by asking for clarification from other home language speakers

  Elaborations

  • asking questions in home language about classroom activities and topics
  • seeking instructions from same language peers before beginning classroom tasks
  • understanding responses from peers that combine elements of English, home language and gesture

  VCEALA172 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA008

  Understand when a response is required and attempt to respond using either known words or non-verbal language

  Elaborations

  • responding appropriately to comments with simple non-verbal language, or indicating non-comprehension, such as by smiling when greeted, shaking or nodding head in response to questions
  • indicating agreement or non-agreement through body language or simple utterances such as ‘yes’ or ‘no’
  • giving simple, short responses to familiar questions, for example ‘My name is …’

  VCEALA008 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA554

  Check understanding of classroom English by asking for clarification from other home language speakers

  Elaborations

  • formulating questions in English and home language to clarify classroom instructions or new ideas and vocabulary
  • drawing on a range of shared languages to negotiate meaning and clarify information

  VCEALA554 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC504

  Understand simple visual elements of texts, including basic charts, graphs and other images

  Elaborations

  • matching a short description to an illustration, for example ‘It is green, with big eyes’
  • using visual clues to locate information on a map, for example finding ‘the city marked with a green dot’

  VCEALC504 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALC429

  Discuss texts with some understanding of meaning beyond the literal level, moving towards the inferential level

  Elaborations

  • making connections between the text and own experience or other texts
  • suggesting the opinion of the author based on the ideas in the text
  • drawing a simple conclusion based on a factual text

  VCEALC429 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCEALC324

  Comprehend social English in most familiar contexts, and use conversation partners to support understanding

  Elaborations

  • using support from conversation partners, including gestures, modified speech, provision of wait-time
  • repeating and adapting another speaker’s words to formulate responses, such as Student 1: ‘Where did you plant the seeds?’ Student 2: ‘Plant the seeds in a pot’

  VCEALC324 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC763

  Understand most symbols and changes of font style and how they contribute to or change the meanings in a text

  Elaborations

  • identifying changes in font style (such as italic and bold) or symbols or icons and explaining their function
  • recognising navigational features such as menu items or links on a website

  VCEALC763 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Communication

• VCEALC506

  Understand short, simple texts for a range of everyday purposes, relying on considerable contextual support

  Elaborations

  • reading short, previously learnt texts or memorised material, such as rhymes, songs, repetitive texts
  • joining in shared reading activities, such as group reading
  • drawing on supplementary information for support, such as illustrations or vocabulary lists, or asking questions of peers and teachers

  VCEALC506 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALL513

  Show basic understanding of differences between fiction and non-fiction texts through their purpose, topic and layout

  Elaborations

  • classifying texts as fiction or non-fiction, based on layout, structure and content
  • distinguishing between different texts based on purpose, topic and layout, for example identifying a story about a personal experience and a book about animals

  VCEALL513 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCELA121

  Copy own name and recognise some of the letters within it, and understand that pausing is presented as a full stop in written text

  Elaborations

  • learning that each letter has two symbols, a capital and lowercase symbol
  • recognising the capital letter of their name in other contexts
  • understanding what a full stop looks like
  • locating full stops in text

  VCELA121 | Curriculum content | English | Level D | Writing | Language

• VCELA087

  Use spoken words, sign or Augmentative Alternative Communication System to communicate and understand that images can be used to write and express ideas

  Elaborations

  • learning to use high-frequency images and words, for example the student’s own name, ‘stop’
  • using spoken words, articulating most of the sounds
  • learning that images/signs can be combined to make a word
  • listening to sounds and words and reproducing them using a personalised communication system

  VCELA087 | Curriculum content | English | Level C | Writing | Language

• VCELA237

  Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose

  Elaborations

  • interpreting new terminology drawing on prior knowledge, analogies and connections with known words

  VCELA237 | Curriculum content | English | Level 2 | Writing | Language

• VCELA141

  Understand that texts can take many forms, and that imaginative and informative texts have different purposes

  Elaborations

  • sharing experiences of different texts and discussing some differences
  • discussing the purpose of texts, for example ‘This text will tell a story’, ‘This text will give information’
  • repeating parts of texts, for example characteristic refrains, predicting cumulative storylines, reciting poetic and rhyming phrases

  VCELA141 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA164

  Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community

  Elaborations

  • learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language
  • recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages

  VCELA164 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELA224

  Understand how texts are made cohesive by the use of resources, including word associations, synonyms, and antonyms

  Elaborations

  • exploring how texts develop their themes and ideas, building information by connecting similar and contrasting dissimilar things
  • mapping examples of word associations in texts, for example words that refer to the main character

  VCELA224 | Curriculum content | English | Level 2 | Writing | Language

• VCELA212

  Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose

  Elaborations

  • identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and images
  • becoming familiar with the typical stages of text types, for example simple narratives, instructions and expositions

  VCELA212 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELA270

  Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning

  Elaborations

  • learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately

  VCELA270 | Curriculum content | English | Level 3 | Speaking and Listening | Language