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• VCEALA225

  Use home language to express ideas

  Elaborations

  • writing in home language script or transliterating the sound of a home language word in Roman letters when the English word is unknown
  • asking language peers to explain the meaning of a home language word when asked by the teacher, for example by pointing, drawing or using known language

  VCEALA225 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA511

  Recognise differences between texts in English and other languages

  Elaborations

  • orienting texts in English and texts in home language appropriately
  • identifying different scripts and learning their directionality

  VCEALA511 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA491

  Use sentence patterns from home language to communicate ideas

  Elaborations

  • using home language sentence patterns or word order, such as ‘the house white’, ‘I very like swimming’

  VCEALA491 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA249

  Use appropriate non-verbal communication to sustain interaction with others

  Elaborations

  • using appropriate non-verbal communication to support meaning, such as eye contact, facial expression, gesture, posture
  • using strategies to assess engagement and understanding of listeners, including checking for attentive posture or confused facial expressions
  • asking teacher or peers about appropriate behaviour in certain situations, for example ‘Should I give eye contact?’, ‘Is it OK to shake hands?’

  VCEALA249 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | 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

• VCEALA301

  Contribute to shared simple brainstorming of ideas and identify relevant vocabulary to be incorporated into the written work

  Elaborations

  • suggesting new ideas that relate to the topic or section being discussed
  • suggesting vocabulary to use in shared writing, based on vocabulary lists, learnt vocabulary and own reading

  VCEALA301 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALA010

  Use acceptable social formulas and gestures to interact appropriately in context

  Elaborations

  • listening to and observing others to understand the nature of familiar social interactions
  • demonstrating a range of appropriate gestures including nodding, shaking head, raising hand
  • recalling and using common social formulas, such as ‘thank you’, ‘excuse me’, ‘please’

  VCEALA010 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• 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

• VCEALA719

  Plan and draft text with support from peers and teacher

  Elaborations

  • drawing on knowledge of text types to identify an appropriate text type to use, for example a report to communicate information, an exposition essay to argue a point
  • drawing on previous learning, notes and templates to plan the structure of the text
  • drafting based on a plan showing text organisation and sequence of ideas

  VCEALA719 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• VCEALA192

  Show awareness of the purpose of some everyday signs and labels, such as classroom charts and stop signs

  Elaborations

  • looking for signs and labels around the classroom when directed by the teacher
  • referring to name labels when speaking to peers or handing out completed work

  VCEALA192 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA438

  Discuss a text by relating ideas in the text to personal experiences or previous learning

  Elaborations

  • explaining how understanding of ideas in a text is supported by personal experience or previous learning

  VCEALA438 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA718

  Understand how the purpose and audience of a text can influence content and form

  Elaborations

  • designing layout and visual features to suit purpose and audience, for example using bright colours in an illustrated story for children
  • transforming texts to suit a different purpose or audience, for example converting a road safety website for learner drivers to a pamphlet for older drivers
  • discussing language choices with regard to purpose and audience, for example reflecting on word choices in a persuasive text

  VCEALA718 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• VCEALA531

  Use memory and/or home language knowledge to retrieve newly learnt words and structures

  Elaborations

  • organising newly learnt vocabulary according to home language schemas
  • calling on language peers for help translating personal needs and responses from home language to English

  VCEALA531 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Cultural and Plurilingual Awareness

• VCEALA276

  Experiment with using a picture or simple English dictionary and/or a home language–English bilingual dictionary to find words

  Elaborations

  • using a picture dictionary or bilingual dictionary to search for a word in English

  VCEALA276 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA437

  Engage with a diverse range of texts reflecting a variety of cultures and perspectives

  Elaborations

  • selecting texts from a range of genres, with diverse characters, settings and themes, including both familiar and unfamiliar elements
  • discussing new perspectives gained from reading, for example ‘I hadn’t thought about …’, ‘I didn’t know that …’

  VCEALA437 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA120

  Select suitable books to read

  Elaborations

  • selecting books based on topics of interest or recommendations from others
  • skimming part of a book to check for familiar English content, images, size, amount of print and layout, before making a selection
  • comparing books with those previously read, in order to predict the suitability of topic, language, length and structure

  VCEALA120 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA146

  Use a range of resources to find words or phrases for own writing

  Elaborations

  • using a range of resources to find words or phrases or to check spelling, such as simple bilingual dictionaries, home language peers, vocabulary lists, classroom texts, spellchecker on a computer or digital device
  • talking to home language peers to explain the word in home language and ask for a translation into English
  • recording the word in home language and English in personal dictionary or vocabulary chart
  • translating word for word from home language to English
  • adapting the translation using English sentence structure

  VCEALA146 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA576

  Refer to a simple bilingual dictionary or request help from peers or school staff who speak the same home language to find the meaning of unfamiliar words

  Elaborations

  • referring to a dictionary to check spelling or meaning of English words
  • drawing on a range of shared languages to negotiate meaning and clarify information
  • recording spelling, meaning and translations of new words in a vocabulary list

  VCEALA576 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | 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

• VCEALA147

  Show interest in patterns of spelling

  Elaborations

  • asking how to write new words
  • noticing similar spelling patterns, for example words that contain the same letter combinations, such as ‘find’ and ‘finger’; ‘air’ and ‘chair’
  • comparing words in English with home language forms and meanings

  VCEALA147 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness