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• VCEALA332

  Use home language resources to support understanding of classroom English

  Elaborations

  • using home language and English to ask for or give clarification of classroom instructions, vocabulary and subject content with same language peers
  • accessing home language or bilingual resources such as dictionaries, online translation tools or information texts to support understanding of classroom content
  • recording words and information in a personal word list in both home language and English

  VCEALA332 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA357

  Use a simple English dictionary or class word list to find words, and/or check home language–English bilingual dictionary for meanings

  Elaborations

  • referring to word lists or charts to find specific vocabulary related to a topic
  • using a bilingual dictionary to find an English equivalent for a word known in home language
  • checking meaning in both home language and English before using a word in speech or writing

  VCEALA357 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA385

  Use knowledge of written or spoken home language texts to form new English texts

  Elaborations

  • applying characters, stereotypes, settings or events that are well known in home language stories to new stories written in English
  • following text structures or patterns of expression from home language text types, such as an indirect argument style or deferral to expert authority

  VCEALA385 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALC324

  Comprehend social English in most familiar contexts, and use conversation partners to support understanding

  Elaborations

  • using support from conversation partners, including gestures, modified speech, provision of wait-time
  • repeating and adapting another speaker’s words to formulate responses, such as Student 1: ‘Where did you plant the seeds?’ Student 2: ‘Plant the seeds in a pot’

  VCEALC324 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Speaking and Listening

  At Level B2 students communicate and learn English in predictable social and learning situations, understanding some de-contextualised English and expressing simple messages in basic English. They negotiate simple transactions and ask and answer basic questions on familiar topics, using familiar...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Speaking and Listening

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B2 description

  The Level B2 curriculum develops students’ knowledge, understanding and skills in relation to their spoken English. Students learn to negotiate simple exchanges in English, combining their understanding of both verbal and non-verbal language. They refine and further develop a wide range of fundamental...

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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Reading and Viewing

  At Level B2 students read familiar and unfamiliar texts containing predictable structures and familiar vocabulary. These texts may be print or digital, including visual, multimodal and interactive.

  Students follow simple written instructions and questions. They identify the basic purposes...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Reading and Viewing

• 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

• VCEALC327

  Recall and retell a simple story such as a recount, legend or fairytale

  Elaborations

  • learning the content and sequence of a story through storytelling, reading or viewing in home language or English, and retelling in English
  • using conventions of story texts, such as ‘Once upon a time’
  • controlling pronunciation, intonation and emphasis to contribute to engaging storytelling

  VCEALC327 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Writing

  At Level B2 students write for a range of purposes on familiar topics. They write simple, organised texts demonstrating a developing use of specific vocabulary and simple sentence structures. Their writing demonstrates an understanding of the purposes of common text types, and their structures...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Writing

• VCEALA331

  Ask for the translation of specific words from other home language speakers

  Elaborations

  • using English, home language and other known languages to seek clarification from same language peers or staff

  VCEALA331 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA386

  Plan before writing

  Elaborations

  • recording notes or plans in home language and/or English, supported by a planning framework or mind map
  • asking teacher or peers to give feedback on a plan before commencing writing

  VCEALA386 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA383

  Share ideas and feedback in home language

  Elaborations

  • formulating questions in home language or English to ask peers or teacher about the meaning of unfamiliar words
  • planning a text collaboratively by discussing ideas, structure and language with same language peers before writing
  • explaining feedback using home language in peer-editing activities

  VCEALA383 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness