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• VCEALA008

  Understand when a response is required and attempt to respond using either known words or non-verbal language

  Elaborations

  • responding appropriately to comments with simple non-verbal language, or indicating non-comprehension, such as by smiling when greeted, shaking or nodding head in response to questions
  • indicating agreement or non-agreement through body language or simple utterances such as ‘yes’ or ‘no’
  • giving simple, short responses to familiar questions, for example ‘My name is …’

  VCEALA008 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC002

  Respond simply to questions and prompts

  Elaborations

  • recognising familiar question stem words such as ‘Who’, ‘Where’, ‘Do’
  • understanding common or personal questions, for example ‘How old are you?’, ‘What sports do you like?’
  • giving simple responses, such as nodding, ‘yes’, ‘no’, short learnt phrases
  • responding to questions with a single word or phrase but making longer utterances by substituting words in known sentence patterns
  • expanding on basic personal information when prompted, supported and given adequate time, such as ‘My name is ...’, ‘I come from …’
  • borrowing and adapting key words from questions, for example by reordering, as in Teacher: ‘Are you finished, Ali?’ Student: ‘Ali finished’

  VCEALC002 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALL025

  Borrow key words from previous speaker

  Elaborations

  • borrowing key words from questions to compose answers, such as Student 1: ‘Do you want to play chasey?’, Student 2: ‘Yeah, play chasey’

  VCEALL025 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALC004

  Question to check meaning so as to clarify or confirm

  Elaborations

  • checking understanding of simple, familiar instructions and routines, for example Teacher: ‘It’s playtime.’ Student: ‘Go outside?’
  • using learnt social formulas, such as ‘please’ and ‘thank you’, when asking questions
  • using simple formulaic expressions to make requests or ask questions, for example ‘Please say again’, ‘What is that?’
  • listening to and using speaker’s key words when asking for clarification, for example Teacher: ‘Paste it in your book.’ Student: ‘Language book?’
  • supplementing spoken requests with gesture and mime

  VCEALC004 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALL017

  Recognise simple questions and instructions through intonation and context

  Elaborations

  • recognising that a question has been asked, based on intonation
  • recognising and following instructions based on the actions of peers

  VCEALL017 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL029

  Recognise ways intonation is used to enhance meaning or distinguish statements from questions

  Elaborations

  • recognising emotions expressed through intonation, such as happiness, anger
  • distinguishing between questions, instructions and statements based on clear intonation and contextual information such as the actions of peers
  • using rising intonation for questions and stressing key words for emphasis

  VCEALL029 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• 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

• VCEALA041

  Recall or repeat familiar or favourite parts of a text using memory or home language resources

  Elaborations

  • identifying familiar settings, characters or events in stories
  • retelling events or describing characters from a story, or stating facts from an information text
  • answering simple questions about personal experience related to stories, for example ‘Have you ever …?’, ‘Do you like … too?’
  • translating parts of a familiar or favourite text to explain it to a family member or home language peer

  VCEALA041 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA037

  Participate in shared reading activities

  Elaborations

  • focusing during group reading activities
  • participating with key repetitive phrases or choruses in shared reading activities
  • imitating the pronunciation of the teacher and peers in shared reading activities
  • participating in activities to accompany texts, such as performing actions for a song, following instructions for a simple science activity
  • contributing to shared responses to texts, such as sequencing images in order, matching sentence stems and endings, answering simple questions about ideas in a text

  VCEALA037 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALL043

  Understand and explore the basic features of different texts

  Elaborations

  • matching labels to parts of a simple text, for example the title, introduction, requirements and method of a procedure; or the title, images and text on a poster
  • answering simple questions about the features of a text, for example ‘What is the name of this text?’, ‘Where is there a list in this text?’
  • making simple predictions about the topic or purpose of the text, for example based on the introduction to an instructional video
  • following step-by-step instructions to find information in a text, for example ‘Open up the contents page. Now find the heading that says “ocean”. Which page should we turn to?’

  VCEALL043 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• 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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A1 achievement standards - Speaking and Listening

  At Level A1 students communicate in basic English in routine, familiar, social and classroom situations. They follow and give simple instructions, exchange basic personal information, and negotiate well-known, predictable activities and contexts. They begin to modify their responses and manner...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A1 | Speaking and Listening

• 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

• VCEALA013

  Use some features of home language

  Elaborations

  • using phonological features from home language, for example pronouncing new English words using similar sounds from home language
  • responding in home language and/or English when asked a question
  • making connections between new English words and home language words containing similar sounds

  VCEALA013 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL015

  Recognise familiar spoken texts

  Elaborations

  • recognising common functions of speech, such as questions, statements, commands
  • recognising a small number of familiar texts used frequently in class, such as songs, rhymes, stories
  • listening to and reproducing the sequence of ideas in a short spoken story or recount
  • recognising familiar words in spoken texts

  VCEALL015 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL044

  Understand and use simple metalanguage for books and reading

  Elaborations

  • understanding terminology such as ‘book’, ‘author’, ‘picture’, ‘word’
  • identifying and naming elements of book layout and aspects of reading, such as word, letter, page, title, cover
  • pointing to parts of a book in response to questions such as ‘What is the author’s name?’, ‘Find the start of the sentence’

  VCEALL044 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL016

  Engage in simple, short dialogues and initiate short utterances using a range of formulas appropriate for different purposes and functions

  Elaborations

  • responding to simple, direct questions about personal or familiar topics
  • using social formulas such as ‘please’, ‘thank you’, ‘excuse me’
  • using learnt phrases in different situations, such as ‘What’s the time?’, ‘Oh, no!’, ‘Very good!’
  • expressing opinions about an experience or text in simple ways, for example ‘I like’, ‘not good’

  VCEALL016 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL079

  Experiment with some familiar punctuation

  Elaborations

  • using basic punctuation some of the time, such as full stops at the end of sentences, capital letters to begin sentences and for names
  • writing capital and lower-case letters and full stops accurately when copying
  • beginning to copy more complex punctuation accurately, such as commas, question marks, exclamation marks, quotation marks

  VCEALL079 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL024

  Understand gender in common personal and possessive pronouns

  Elaborations

  • pointing correctly to people or illustrations based on questions or instructions using gendered personal (‘him’, ‘her’) or possessive pronouns (‘his’, ‘her’), for example ‘Who is he?’, ‘Which is her bag?’
  • using gendered pronouns with accuracy some of the time, for example ‘He is my dad’, ‘My aunty, he …’

  VCEALL024 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL018

  Communicate using short, learnt phrases

  Elaborations

  • using single-word or phrasal responses to questions, such as ‘Yes’, ‘No’, ‘I don’t know’
  • using learnt phrases in play, such as ‘Give me’, ‘Stop it’, ‘I don’t like’
  • creating original utterances by substituting new words in learnt patterns or formulas, such as ‘It’s home time’, ‘It’s go time’
  • using simplified speech patterns, where function words may be omitted or used incorrectly, for example ‘Me go to shopping and buyed many thing’

  VCEALL018 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features