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Result list

• VCEALC003

  Negotiate simple social or learning activities

  Elaborations

  • observing peers and copying actions in response to instructions or in classroom activities
  • asking for attention or assistance from the teacher or a friend by asking directly, using intonation to signal requests or indicating non-understanding through speech or body language
  • understanding common vocabulary related to needs (such as ‘toilet’, ‘pencil’, ‘stop’) and constructing simple phrases with this vocabulary (such as ‘Go toilet?’, ‘This my pencil’, ‘Stop that!’)
  • using picture cards, classroom charts and objects to support communication, for example pointing to a picture

  VCEALC003 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALA433

  Identify unfamiliar cultural references

  Elaborations

  • comparing to previous experience or learning, for example ‘It’s different to my culture’ or ‘This is only in Australia’
  • asking questions about unfamiliar word and ideas, for example ‘What’s a bunyip?

  VCEALA433 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCELA322

  Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns

  Elaborations

  • learning that in Standard Australian English regular plural nouns ending in ‘s’ form the possessive by adding just the apostrophe (for example ‘my parents' car’)
  • learning that in Standard Australian English for proper nouns a variant form without the second ‘s’ is sometimes found (for example ‘James’s house’ or ‘James’ house’)

  VCELA322 | Curriculum content | English | Level 5 | Writing | Language

• VCEALA329

  Participate appropriately in social and learning situations

  Elaborations

  • applying conventions of interaction, such as conversational formulas, turn-taking, affirming, suggesting, discussing
  • participating in interactions by listening actively, responding to others and contributing information and ideas
  • negotiating meaning through use of gestures, modified speech, simple questions and clarifications

  VCEALA329 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC482

  Participate in familiar situations and learning activities

  Elaborations

  • understanding and participating in common classroom routines such as retrieving equipment or forming groups
  • requesting assistance where required, by asking directly or indicating non-understanding through speech or body language
  • understanding common classroom action verbs, such as ‘sit’, ‘collect’, ‘open’, ‘stop’

  VCEALC482 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• 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

• VCEALA409

  Initiate and manage interaction appropriately in social and learning situations

  Elaborations

  • initiating and managing interaction in a range of situations, such as social conversation, class discussions, small-group brainstorming or pair activities
  • listening and responding to other speakers appropriately, such as by acknowledging, clarifying or building on what they say

  VCEALA409 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA556

  Transfer knowledge from home language to English learning

  Elaborations

  • drawing on content and background knowledge from home language, including referring to some specific curriculum area vocabulary in home language
  • using features of home language spoken discourse, for example calling the teacher ‘Teacher’ rather than using their name or title
  • using home language in learning, for example taking notes or writing vocabulary lists

  VCEALA556 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC404

  Initiate and participate in casual exchanges and in learning contexts

  Elaborations

  • initiating exchanges in social and learning contexts, for example by asking a question or offering a suggestion
  • listening to other speakers in order to respond to or build on their contributions with relevant ideas

  VCEALC404 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• VCELA217

  Learn some generalisations for adding suffixes to words

  Elaborations

  • joining discussion about how a suffix affects meaning, for example uncomfortable, older, and division, and investigating the ways words change when suffixes are added, for example, dropping the final 'e' when '-ing' is added

  VCELA217 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCEALA091

  Initiate and maintain simple conversations with others

  Elaborations

  • understanding and responding to simple English expressions related to personal or familiar topics, for example answering simple questions by giving basic information about self
  • borrowing words from questions asked, for example ‘What is your hobby?’, ‘My hobby is …’
  • negotiating meaning through use of gestures, modified speech, simple questions and clarifications
  • initiating exchanges in social and learning context, for example by asking a question

  VCEALA091 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL026

  Recognise and use words from lexical sets related to immediate communicative need, interest or experience

  Elaborations

  • use common words related to immediate needs, such as colours, numbers, days, family- and school-specific word sets
  • using a single word for a variety of purposes, for example using ‘book’ to mean ‘This is my book’, ‘Where is her book?’, ‘I’d like to borrow that book’
  • referring to classroom charts and personal vocabulary lists to identify, clarify and rehearse words
  • using a range of strategies to learn new words and phrases, such as private rehearsal, personal vocabulary lists, use in own speech and writing

  VCEALL026 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCELA417

  Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations

  Elaborations

  • understanding the different ways complex words are constructed and, when spelling these words, drawing on morphemic knowledge and knowledge of unusual letter combinations

  VCELA417 | Curriculum content | English | Level 8 | Writing | Language

• VCELA156

  Understand that punctuation is a feature of written text different from letters and recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences

  Elaborations

  • pointing to the letters and the punctuation in a text
  • commenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’

  VCELA156 | Curriculum content | English | Foundation Level | Writing | Language

• 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

• VCEALC166

  Negotiate familiar social situations and learning activities with the teacher or with friends

  Elaborations

  • understanding simple, predictable questions
  • following simple instructions using the actions of others as cues, for example moving to the floor or collecting a book
  • making simple requests or expressing needs using actions, single words and short phrases
  • giving simple responses, such as nodding or saying ‘yes’, ‘no’ or short learnt phrases

  VCEALC166 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALC088

  Follow a short sequence of instructions related to classroom procedures or learning activities

  Elaborations

  • following a range of classroom instructions, for example book borrowing procedures, rules for using computers
  • ordering information from a short spoken text using visual images
  • identifying key words and phrases that refer to known objects in the classroom or locations in the school
  • understanding common classroom action verbs such as ‘sit’, ‘collect’, ‘open’, ‘stop’
  • using contextual information to clarify or confirm instructions, for example the teacher’s gestures, the actions of peers

  VCEALC088 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALC085

  Negotiate familiar social and learning situations using language appropriate to the situation

  Elaborations

  • negotiating in a range of familiar situations, such as explaining a problem to a teacher, negotiating the rules of a game with a friend, participating in a class discussion, describing an object, ordering at the school canteen
  • participating in classroom discussions about familiar topics or new topics that are well supported by visual material and/or scaffolding provided by the teacher
  • negotiating activities with peers in small group tasks, such as suggesting, agreeing, disagreeing, clarifying
  • participating in short, structured social interactions, such as exchanging basic information about family or school
  • initiating and managing interaction through conversational formulas, such as ‘Sorry, you help me?’
  • making simple requests and expressing needs, thoughts and opinions, such as ‘May I go to the toilet?’

  VCEALC085 | 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

• VCEALA224

  Rely on memorisation and/or home language to retrieve new words and structures

  Elaborations

  • relying on simple or formulaic English expressions such as ‘Yes, teacher’ or ‘Hello, my name is …

  VCEALA224 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness