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• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C4 description

  The Level C4 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English in order to make them more autonomous users of language. At this level, students learn to use their expanding vocabulary and knowledge of a broad range of grammatical...

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

• VCEALC614

  Interact with peers in routine pair or group work activities

  Elaborations

  • listening to peers and responding appropriately, by acknowledging, clarifying or adding to what they say
  • negotiating meaning by rephrasing, clarifying and asking questions

  VCEALC614 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• VCEALL370

  Adapt speed when reading an unfamiliar text

  Elaborations

  • reading word-by-word and clarifying, if the meaning breaks down, by pausing, rereading and/or reading on

  VCEALL370 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCELA296

  Recognise homophones and know how to use context to identify correct spelling

  Elaborations

  • using meaning and context when spelling words, for example when differentiating between homophones such as ‘to’, ‘too’, ‘two’

  VCELA296 | Curriculum content | English | Level 4 | Writing | Language

• VCELT409

  Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays

  Elaborations

  • select an aspect of a text such as a sentence pattern or an image or word and adapt it for a new context explaining how the change will affect meaning

  VCELT409 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCELY151

  Identify some familiar texts and the contexts in which they are used

  Elaborations

  • recognising the meaning of symbols in everyday contexts, for example exit signs, logos, hearts and flowers on greeting cards

  VCELY151 | Curriculum content | English | Foundation Level | Reading and Viewing | Literacy

• VCELY469

  Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence

  Elaborations

  • identifying the meaning of an increasing range of subtle vocabulary, for example inferring the different connotations of words in advertising texts from other cultures

  VCELY469 | Curriculum content | English | Level 10 | Reading and Viewing | Literacy

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C2 achievement standards - Reading and Viewing

  At Level C2 students read and comprehend a range of short, familiar fictional and factual texts and, when well supported, some unfamiliar texts. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students show some comprehension beyond...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C2 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B3 description

  The Level B3 curriculum provides opportunities to enhance students’ knowledge, understanding and skills in relation to their spoken English. Students learn to respond to and use English appropriately in a wide range of contexts. The curriculum focuses on pronunciation, stress and intonation in...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B1 description

  The curriculum for Level B1 supports students to develop their communication skills both verbally and non-verbally. Students follow simple instructions, answer predictable questions, make basic requests and express needs simply. Through active participation in conversations, students learn about...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• 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

• VCEALA384

  Employ a range of strategies to understand and learn unknown words

  Elaborations

  • using a bilingual dictionary to find an English equivalent for a word known in home language, or vice versa
  • checking meaning in both home language and English before using a word in speech or writing
  • recording vocabulary in a personal list that includes details such as translation in English and home language, pronunciation and meaning

  VCEALA384 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA463

  Employ a range of strategies to expand vocabulary

  Elaborations

  • using a bilingual dictionary, thesaurus or online tool to search for a variety of vocabulary
  • crosschecking meaning in home language and English to confirm accurate choice of vocabulary
  • recording vocabulary in a personal list including details such as translation in English and home language, pronunciation, meaning, usage and related words

  VCEALA463 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALA143

  Demonstrate understanding that handwritten texts usually need to be planned, edited and presented

  Elaborations

  • using graphic organisers to develop a simple plan for writing
  • editing and re-drafting writing by using simple strategies
  • reading own writing aloud to check meaning
  • following feedback from teacher or peers to delete or add words to clarify meaning
  • correcting spelling with reference to word lists or dictionaries

  VCEALA143 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA659

  Access new words from bilingual dictionaries or word lists

  Elaborations

  • consulting resources such as bilingual dictionaries, charts, word lists, online tools or peers and the teacher to find new words, or to check spelling and meaning
  • recording new words from texts or interactions in a vocabulary list that includes English, home language and other details such as meaning or phonetic pronunciation

  VCEALA659 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Cultural and Plurilingual Awareness

• VCELT419

  Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects

  Elaborations

  • creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style
  • combining visual and digital elements to create layers of meaning for serious and humorous purposes

  VCELT419 | Curriculum content | English | Level 8 | Writing | Literature

• VCEALA512

  Use a picture dictionary to find unfamiliar words, asking for support in home language

  Elaborations

  • referring to picture dictionaries or bilingual dictionaries in the classroom to check meaning or spelling of unknown words
  • speaking home language or English to ask peers or teachers for support

  VCEALA512 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA223

  Use home language and/or mime to seek assistance from teachers or peers with writing English words or phrases

  Elaborations

  • miming actions or showing a picture to explain the meaning of the word sought in English
  • talking to language peers to explain the idea in home language and ask for a translation into English

  VCEALA223 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA196

  Use simple dictionaries and word charts

  Elaborations

  • referring to picture dictionaries or bilingual dictionaries in the classroom to check meaning or spelling
  • using words from classroom vocabulary charts when speaking or writing

  VCEALA196 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | 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