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• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B1 description

  The curriculum for Level B1 supports students to develop their communication skills both verbally and non-verbally. Students follow simple instructions, answer predictable questions, make basic requests and express needs simply. Through active participation in conversations, students learn about...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• VCEALA299

  Write using language that largely reflects features of spoken language

  Elaborations

  • using spoken-like language structures based on familiar contexts and interactions, such as simple sentences about personal topics, or long compound sentences listing a series of events
  • following simple spoken text structures, such as events in chronological sequence

  VCEALA299 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALC242

  Ask for repetition or clarification to confirm understanding or elicit help

  Elaborations

  • 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?’

  VCEALC242 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALA305

  Translate literally from home language to English

  Elaborations

  • translating word-for-word from home language to English, before adapting the translation into English sentence structure
  • using a bilingual dictionary to find translations of new words, and noting these in home language and English

  VCEALA305 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALC298

  Write simple imaginative or personal texts modelled on familiar forms and repetitive patterns

  Elaborations

  • following the structure of model texts, such as the use of a greeting, sequence of events and reflection in a diary
  • writing imaginative texts adapted from or in response to classroom texts, for example a story with an alternative setting or ending

  VCEALC298 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Communication

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B1 achievement standards - Writing

  At Level B1 students write and present simple texts for a variety of basic classroom and personal purposes. With support, they communicate familiar ideas, events and experiences, writing simple narratives, recounts, descriptions and reports. Students use some of the basic structures and features...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Writing

• VCEALL314

  Use formulaic structures

  Elaborations

  • using formulaic time markers, such as ‘On Monday …’, ‘First …’, ‘After that …’, ‘Last …’
  • using formulaic sentence beginnings throughout a text, for example ‘On the weekend I … And then I … Then I …’

  VCEALL314 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL289

  Recognise the function of capital letters and full stops, and use them

  Elaborations

  • pausing at a full stop when reading
  • recognising words using capital letters, for example names and the beginning of sentences

  VCEALL289 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL263

  Repeat or re-pronounce words or phrases after recognising they have not been understood

  Elaborations

  • attending to the listener’s body language or asking directly whether own speech has been understood
  • attempting to re-pronounce words using different pronunciation, stress or pace

  VCEALL263 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALC243

  Participate in extended conversations with reliance on other speakers to scaffold, interpret, clarify or elaborate

  Elaborations

  • seeking help or clarification from other speakers, for example through home language, gesture or rewording
  • responding with short or sometimes more extended responses, including answering questions, adding to other speakers’ points or giving personal opinions
  • borrowing key topic words and question structures to help formulate responses

  VCEALC243 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B1 achievement standards - Reading and Viewing

  Students working at Level B1 read short familiar texts, based on simple language structures and features, common vocabulary and familiar contexts. They retell simply, predict likely outcomes, sequence ideas, and complete basic comprehension activities. These texts may be print or digital, including...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Reading and Viewing

• VCEALC245

  Identify some key points of information in short spoken texts, with guidance

  Elaborations

  • understanding learnt vocabulary and sentence structures in texts
  • pointing to parts of pictures that are mentioned in the text or conversation
  • using questions to help identify relevant items of information, for example Teacher: ‘What colour was it?’ Student: ‘It was blue’

  VCEALC245 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALC264

  Understand a range of simple texts based on predictable language structures and vocabulary

  Elaborations

  • matching phrases and sentences from the text to images or diagrams showing the same ideas
  • demonstrating understanding of simple factual or fictional texts by performing a task, such as following written instructions to plant a seed in a pot, or drawing parts of a story

  VCEALC264 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Communication

• VCEALL280

  Understand the purpose and basic organisational features of simple text types

  Elaborations

  • using language, layout or topic to identify the difference between factual and fictional texts
  • 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, interactive or digital text by following links and headings
  • using illustrations and headings to locate information about specific topics

  VCEALL280 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL261

  Use pronunciation and some non-verbal features to support communication

  Elaborations

  • attending to intonation and tone to distinguish between questions, instructions and statements
  • recognising and imitating features of sounds and intonation in the speech of the teacher and peers, and in video or audio clips
  • expressing emotions through intonation, for example happiness or anger

  VCEALL261 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL307

  Organise some subject matter and write according to the structure of the text type, using modelled forms and repetitive patterns

  Elaborations

  • relying on templates or model texts for organisational structure, for example introduction, body paragraphs, conclusion
  • copying topic sentences or parts of sentences to support idea generation and to structure writing

  VCEALL307 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL260

  Use learnt words in speech

  Elaborations

  • retaining learnt words by using them in speech with the teacher, peers or family members

  VCEALL260 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL257

  Use the most basic forms of modality

  Elaborations

  • understanding basic expressions of modality, such as ‘want to’, ‘have to’, ‘should’
  • beginning to use basic modal verbs, such as ‘want to’, ‘have to’, ‘should’

  VCEALL257 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL282

  Use some of the terminology of reading

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • identifying features of a text in answer to questions such as ‘Who is the author of this book?’

  VCEALL282 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALC297

  Write ‘real world’ texts

  Elaborations

  • making a list of items to take on excursion, using the names of familiar objects
  • writing a letter introducing themselves, using some formulaic expressions such as ‘Dear …’, ‘I live in …’
  • writing a simple story to share with the class, based on listening to a story told at home

  VCEALC297 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Communication