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• VCEALC611

  Participate in common school routines

  Elaborations

  • understanding common classroom language, including questions, instructions and basic information
  • following a short set of instructions in sequence, such as ‘Divide your page into two columns. Label the columns A and B. Then number the rows 1 to 20’
  • asking for clarification, for example ‘Do I number the rows like this?’

  VCEALC611 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• VCEALC675

  Participate in a range of school routines in mainstream classrooms

  Elaborations

  • understanding classroom routines, including listening to others before speaking, turn-taking and putting hand up
  • understanding and recounting a spoken sequence of instructions, or a description or explanation relating to a topic
  • comprehending topic-specific vocabulary and grammatical structures that connect and sequence ideas

  VCEALC675 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALC546

  Communicate needs in common social and school routines

  Elaborations

  • asking questions and following instructions to meet personal needs, such as where to find resources or what colour pen to use
  • understanding common words for social and school purposes, such as ‘I would like …’, ‘I need some help’

  VCEALC546 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCEALC056

  Write simple sentences related to own experience or school context

  Elaborations

  • writing familiar words and strings of letters that approximate the pronunciation of words
  • completing sentences giving personal information, for example ‘My name is …’, ‘I have … people in my family’
  • recounting personal experiences in sequence using basic detail

  VCEALC056 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Communication

• VCEALC654

  Write information texts for general school use, based on modelled language

  Elaborations

  • writing simple information texts (such as reports, essays, explanations) based on models, for example writing a short explanation of the water cycle
  • organising information into simple, logically-ordered paragraphs

  VCEALC654 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Communication

• VCEALL076

  Write some high-frequency words related to personal experience and school context

  Elaborations

  • writing some high-frequency words accurately from memory, including own name and short words used regularly such as ‘it’, ‘my’, ‘we’
  • referring to classroom charts and personal vocabulary lists to check and confirm the spelling of high-frequency words
  • recording high-frequency words in a personal vocabulary list

  VCEALL076 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALC006

  Follow simple instructions in familiar school routines by relying on key words and non-verbal communication and context

  Elaborations

  • identifying key words and phrases that refer to familiar objects in the classroom
  • recognising familiar action verbs in instructions, such as ‘Line up’, ‘Stand up’, ‘Sit down’
  • relying on contextual information, for example the teacher’s gestures, the actions of peers

  VCEALC006 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCELA165

  Explore how language is used differently at home and school depending on the relationships between people

  Elaborations

  • learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customers
  • learning that we use a different tone and style of language with different people
  • learning to ask relevant questions and to express requests and opinions in ways that suit different contexts

  VCELA165 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELA167

  Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school

  Elaborations

  • engaging in multiple speaking and listening experiences to build vocabulary
  • discussing new vocabulary found in texts
  • bringing vocabulary from personal experiences, relating this to new experiences and building a vocabulary for thinking and talking about school topics

  VCELA167 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• 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

• VCELA202

  Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts

  Elaborations

  • learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions

  VCELA202 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCEALL500

  Use a range of vocabulary from lexical sets related to immediate need, interest or learning

  Elaborations

  • using a small range of words related to familiar topics, such as family, school, numbers

  VCEALL500 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• English | English as an Additional Language (EAL): Resources

  A range of resources to assist with implementing the F–10 English as an Additional Language (EAL) curriculum are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F–10 EAL resources (VCAA)

  The VCAA website...

  Overview material | English as an Additional Language (EAL)

• English | English: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | English

• English | English as an Additional Language (EAL): Structure

  The English as an Additional Language (EAL) curriculum is organised by pathways, language modes and strands.

  Pathways

  The EAL curriculum is a continuum structured as three EAL pathways (A, B, C). Each pathway describes a different stage of English-language learning (early, mid and late), and...

  Overview material | English as an Additional Language (EAL)

• English: Level 3 description

  In Levels 3 and 4, students communicate with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

  Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which...

  Level description | English

• English: Level 4 description

  In Levels 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

  Students engage with...

  Level description | English

• English: Level 5 description

  In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

  Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret...

  Level description | English

• English: Level 6 description

  In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

  Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret...

  Level description | English

• 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