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• VCEALC114

  Use knowledge of context, text structure and language to understand literal and inferred meanings

  Elaborations

  • employing a range of reading cues, such as images, to help predict meaning
  • suggesting what might happen next in a narrative with a familiar setting or characters
  • describing the qualities or feelings of a character in simple terms that are based on images and print text
  • making connections between the text and own experience or other texts

  VCEALC114 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Communication

• VCEALL152

  Write sentences and phrases that reflect simple written-like structures

  Elaborations

  • using a wider range of sentence beginnings, for example foregrounding time or place rather than people
  • writing a series of short statements in time sequence, for example ‘I eat breakfast. I go to school. I read a book’
  • grouping together short sentences about the same topic, for example ‘Frogs are green. Frogs have big eyes. They eat insects’
  • connecting clauses into basic compound or complex sentences using common conjunctions such as ‘and’, ‘but’, ‘and then’, ‘because’, ‘so’
  • using simple pronoun references to avoid repeating the subject in consecutive sentences, for example ‘Archie came to school early. He felt very tired’, ‘Yesterday the class went … We went …’

  VCEALL152 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALC087

  Understand key information in a short spoken or multimodal text

  Elaborations

  • identifying familiar words used in a spoken text, such as basic vocabulary, animal names, colours
  • understanding common sentence structures that make connections between ideas, for example ‘I like pets and having fun’
  • using questions to help identify relevant items of information, for example Student 1: ‘What colour was it?’ Student 2: ‘It was blue’
  • pointing to parts of pictures that are mentioned in the text or conversation
  • identifying key points of information from short spoken texts with reduced visual support
  • understanding key information after viewing digital and multimodal texts, such as age-appropriate television shows or movies
  • listening to a story and then retelling or sequencing the story using pictures

  VCEALC087 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 description

  The Level A2 curriculum supports students to expand their repertoire of spoken and written English. Students explore communication in predictable social situations. Students learn to identify key points in familiar topics and to develop their capacity to use images as cues to decode meaning.

  St...

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

• VCEALL097

  Identify a number of spoken text types and forms

  Elaborations

  • identifying a range of spoken texts, such as stories, poems, plays, recounts, descriptions, instructions
  • using purpose, structure, content and language to help identify familiar spoken text types

  VCEALL097 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL149

  Use a variety of simple text structures

  Elaborations

  • relying on templates or model texts for organisational structure, for example using an introduction, body paragraphs and a conclusion
  • copying topic sentences or parts of sentences to support idea generation and to structure writing
  • reflecting the vocabulary and structure of spoken English in print texts
  • using a variety of simple text structures, such as a title, an opening, an ending, a caption
  • using basic conjunctions and connectives to show time and sequence, such as ‘On Saturday I … We went … We saw … I went ... Then I ... And then ...’

  VCEALL149 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 achievement standards - Writing

  At Level A2 students communicate ideas, events and experiences through simple texts based on familiar spoken and written language. They write for a variety of personal and classroom purposes, using known and modelled structures and features. They write everyday texts and simple stories, recounts...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A2 | Writing

• VCEALC137

  Write beyond the immediate environment and beyond known language with support from the teacher

  Elaborations

  • following the structure of model texts, such as the use of a greeting, sequence of events and reflection in a diary
  • altering phrases and sentences modelled in a class text to include personal and imaginative details
  • recounting personal experiences in a blog or diary, based on reading similar texts in class
  • writing imaginative texts adapted from or in response to classroom texts, for example following the same narrative structure, writing about a character in a new setting

  VCEALC137 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Communication

• VCEALL100

  Combine known formulas, structures and other vocabulary to communicate

  Elaborations

  • creating original utterances by using new words with known sentence structures, for example ‘Yesterday I went to the swim’
  • using a range of question beginnings, such as ‘Who’, ‘Where’, ‘How’, ‘Why’, ‘Do you …?’, ‘Can I …?’

  VCEALL100 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL124

  Understand and use the basic features of different texts

  Elaborations

  • using language, layout or topic to identify the difference between factual and fictional texts
  • using texts purposefully, for example following simple procedures, locating specific information in a known text, using a simple contents page or index
  • following simple instructions to find information in a text, for example ‘Use the contents list to find the section about oceans’
  • following simple instructions to find information in a multimodal or interactive digital text by following links and headings
  • using images and headings to locate information about specific topics

  VCEALL124 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• 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

• VCEALL153

  Write common nouns and adjectives in the correct order in formulaic structures

  Elaborations

  • building short noun phrases using adjectives, such as ‘the blue car’
  • using simple comparative adjectives in basic sentences with varied accuracy, for example ‘My brother bigger than me’

  VCEALL153 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALC084

  Respond appropriately in a range of common social and classroom situations

  Elaborations

  • responding with short extended responses including answering questions, adding to other speakers’ points, giving personal opinions
  • expressing ideas, humour and simple opinions, and describing feelings, for example ‘I am very happy’
  • giving a short presentation to a group on a familiar topic, such as sharing or recounting a personal experience
  • borrowing key topic words and question structures to help formulate responses

  VCEALC084 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALC115

  Respond to texts in personal and creative ways

  Elaborations

  • responding creatively to a text, for example role-playing or drawing a picture
  • talking about features of a story or poem that have personal appeal, such as fantasy elements, favourite characters, interesting words or phrases
  • responding to texts through art, drama, movement and music
  • talking about a favourite page to peers

  VCEALC115 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | 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

• VCEALL125

  Understand and use a small range of metalanguage for elements of texts

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • locating and labelling features of a text, such as author, heading, diagram, blurb
  • identifying features of a text in answer to questions, for example ‘Who is the author of this book?’, ‘Where can we find the contents page?’

  VCEALL125 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 achievement standards - Reading and Viewing

  At Level A2 students read and respond to a wide range of familiar texts. These texts may be print or digital texts, including visual, multimodal or interactive texts.

  Students predict, ask questions, retell and talk about texts read and viewed in class. With support, they read a range of...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A2 | Reading and Viewing

• VCEALA093

  Use a small range of strategies to negotiate meaning in conversation

  Elaborations

  • seeking help or clarification from other speakers, for example through home language, gesture, rewording
  • interrupting to ask a speaker to repeat or speak slowly, such as by asking ‘Say again, please’
  • using some social formulas when asking for clarification, such as ‘Please’, ‘Excuse me’
  • composing simple requests to ask for clarification, for example ‘Please repeat’, ‘What means …?’
  • referring to the speaker’s key words when asking for clarification, for example Teacher: ‘Get your stationery’, Student: ‘What is stationery?’

  VCEALA093 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL103

  Use a small range of common verb forms accurately

  Elaborations

  • using some forms of the verbs ‘to be’ and ‘to have’ correctly, such as ‘Her name is Mia’
  • using correct verb endings, such as ‘–ing’, ‘–ed’, with some consistency
  • using a range of common verb tenses for familiar verbs, such as present simple tense (for example ‘walk’, ‘go’), present continuous tense (for example ‘is walking’, ‘is going’), regular and common irregular past tenses (for example ‘walked’, ‘went’)
  • understanding basic expressions of modality when listening, such as ‘want to’, ‘have to’, ‘should’
  • beginning to use basic modal verbs, such as ‘want to’, ‘have to’, ‘should’

  VCEALL103 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALA140

  Write simple sentences with minimal reliance on copying

  Elaborations

  • using common and familiar vocabulary from interactions or familiar classroom contexts and texts
  • using spoken-like language structures based on familiar contexts and interactions, such as simple sentences about personal topics, long compound sentences listing a series of events

  VCEALA140 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness