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• VCEALA034

  Understand the direction of English text

  Elaborations

  • holding a book with the correct orientation and locating the front and back of the book
  • tracking with finger from left to right when reading or listening to a text being read aloud
  • turning to the correct page at the appropriate time, based on tracking reading or imitating the actions of others

  VCEALA034 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA035

  Understand that texts are meaningful

  Elaborations

  • recognising that everyday texts are meaningful, for example asking the teacher to read a sign aloud
  • showing awareness that print and visual texts are created to share a message
  • understanding that print texts contain a consistent message, for example indicating when the ending of a well-known story varies
  • understanding that different texts have different purposes, including picture books, class blogs, reports
  • selecting from familiar texts to achieve a specific purpose, for example ‘Which chart tells us about time?’
  • recalling the key message of sections of a familiar text that is revisited in class

  VCEALA035 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC005

  Understand a simple spoken text

  Elaborations

  • listening to a long text with visual support, such as instructions for and a demonstration of a game or art activity
  • recognising familiar vocabulary, for example animal names, colours, time markers
  • identifying single items of information from short spoken texts, such as a number, colour, name
  • answering specific questions about the spoken text that are based on familiar question stems such as ‘Who’, ‘Where’, ‘When’

  VCEALC005 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALC569

  Demonstrate understanding by performing a task

  Elaborations

  • following print instructions to conduct a simple task or experiment
  • dramatising or drawing parts of a story
  • answering simple questions, indicating true/false statements or sequencing information

  VCEALC569 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALC244

  Understand the language of classroom routines

  Elaborations

  • understanding common classroom action verbs such as ‘sit’, ‘collect’, ‘pack up’
  • following simple task instructions by relying on key words or phrases in context
  • making simple requests and expressing needs, thoughts and opinions

  VCEALC244 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALL650

  Understand the function of punctuation marks

  Elaborations

  • identifying a range of punctuation marks in text, for example full stops, commas, question marks, quotation marks, semicolons
  • attending to punctuation marks when reading aloud, for example pausing at appropriate points in the text, adjusting speech to reflect dialogue

  VCEALL650 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL771

  Demonstrate understanding of complex language

  Elaborations

  • understanding sentences containing complex features (such as embedded clauses, noun groups and modality), for example ‘If the temperature rises, the polar caps may melt, resulting in …’
  • connecting and transforming simple sentences using a range of grammatical structures to create extended compound and complex sentences

  VCEALL771 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALA684

  Clarify in home language to check understanding

  Elaborations

  • seeking clarification from home language peers about new vocabulary and concepts
  • referring to home language or bilingual glossaries, dictionaries or online translation tools for explanation of new vocabulary and information
  • recording words and information in personal dictionaries or notes to indicate meaning, pronunciation and usage

  VCEALA684 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA148

  Understand a small range of terminology of writing

  Elaborations

  • understanding terminology such as ‘letter’, ‘word’, ‘sentence’, ‘comma’
  • understanding a small range of more technical terminology in structured activities, such as underlining verbs in a short text
  • following instructions for writing, for example ‘Fill in your name’, ‘Write each sentence on a new line’

  VCEALA148 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALC031

  Understand aspects of simple, familiar texts

  Elaborations

  • recognising illustrations or character names when rereading a familiar story
  • understanding repeated conventional features of familiar text types, such as titles, ‘Once upon a time’
  • identifying characters, settings or key events in a narrative
  • showing comprehension through appropriate activities, such as sequencing pictures, dramatising a story, painting or drawing characters

  VCEALC031 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Communication

• VCEALL773

  Read and understand complex descriptive language

  Elaborations

  • understanding extended noun groups that use adverbs, prepositional phrases and relative clauses, for example ‘the many ways in which groups of monkeys communicate through sound’

  VCEALL773 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL493

  Repeat short modelled utterances with understanding

  Elaborations

  • listening to and reproducing the sequence of ideas in a short spoken report or recount

  VCEALL493 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL586

  Understand simple punctuation when reading

  Elaborations

  • using punctuation to identify the nature of sentences, for example identifying statements by full stops and questions by question marks
  • using punctuation to identify parts of a sentence, for example pausing appropriately at full stops and commas

  VCEALL586 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL105

  Understand phrases describing place or location

  Elaborations

  • using common prepositions (such as ‘in’, ‘on’, ‘at’) to add simple detail about place, for example ‘go on the train’, ‘stay at home’
  • understanding instructions incorporating place or location, such as ‘over here’, ‘next to the chair’

  VCEALL105 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL369

  Understand simple punctuation when reading

  Elaborations

  • using sentence punctuation to identify the nature of sentences, for example whether a sentence is a statement or question
  • using punctuation to identify parts of the sentence, for example pausing appropriately at full stops and commas

  VCEALL369 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL201

  Understand the sequence of events in a familiar text

  Elaborations

  • sequencing a short series of pictures or simple sentences to retell a familiar story

  VCEALL201 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCELA129

  Understand that people communicate in different ways

  Elaborations

  • knowing that people use different communication forms, such as image, voice, facial expressions or sign, to communicate the same intention, for example ‘stop’ as a sign, image or expression
  • recognising that people communicate in different ways
  • learning that English is the spoken language used at school
  • modifying the style (for example, volume, rate or intensity) of communication to suit familiar locations and contexts

  VCELA129 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELA349

  Understand the uses of commas to separate clauses

  Elaborations

  • identifying different uses of commas in texts

  VCELA349 | Curriculum content | English | Level 6 | Writing | Language

• 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

• VCEALA271

  Understand that people read texts for a variety of purposes

  Elaborations

  • suggesting an audience for a text, for example ‘This book is written for children’
  • giving a simple personal response to a text, for example ‘I enjoyed it’, ‘I learnt about …’

  VCEALA271 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness