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• VCEALA382

  Draft a piece of writing focusing on meaning, and revise after rereading or discussion

  Elaborations

  • drafting based on a plan showing text organisation and sequence of ideas
  • reading aloud to self or partner to check meaning and comprehensibility
  • adding or deleting ideas, and correcting simple errors in spelling and punctuation after rereading or discussion with peers or teacher

  VCEALA382 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALC323

  Ask speaker to repeat or speak slowly, or ask what a word means

  Elaborations

  • using simple formulaic expressions to ask the speaker to repeat or speak slowly, for example ‘Please say that again’, ‘Please say it slowly’
  • generating a range of simple expressions to ask the meaning of a word, such as ‘What you mean?’, ‘What means “festival”?’, ‘What “dog”?’

  VCEALC323 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALL365

  Use knowledge of simple tense and negation to interpret the meaning of written text

  Elaborations

  • identifying the base word and interpreting the effect of tense and negation, for example in ‘did not eat’
  • matching sets of phrases to show their relationship, for example ‘go’, ‘went’ and ‘did not go’

  VCEALL365 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• 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

• VCEALL370

  Adapt speed when reading an unfamiliar text

  Elaborations

  • reading word-by-word and clarifying, if the meaning breaks down, by pausing, rereading and/or reading on

  VCEALL370 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• 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

• VCEALC347

  Acquire information from different types of visual representations in text

  Elaborations

  • locating a cell on a table, using row and column headings
  • using diagrams, graphs or pictures to help interpret meaning in a written text
  • sequencing written descriptions to match a series of diagrams

  VCEALC347 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Communication

• VCEALA330

  Enhance own spoken texts with appropriate non-verbal strategies

  Elaborations

  • modifying own intonation, volume and stress according to context and purpose, such as shouting a warning, or talking softly in group or play activities
  • using purposeful non-verbal strategies to support meaning and engage listeners, such as eye contact, facial expression, gesture, posture

  VCEALA330 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | 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

• VCEALA329

  Participate appropriately in social and learning situations

  Elaborations

  • applying conventions of interaction, such as conversational formulas, turn-taking, affirming, suggesting, discussing
  • participating in interactions by listening actively, responding to others and contributing information and ideas
  • negotiating meaning through use of gestures, modified speech, simple questions and clarifications

  VCEALA329 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC322

  Initiate and maintain short, structured social interactions with increasing fluency

  Elaborations

  • developing fluency in interactions with peers and familiar adults around personal and familiar topics such as introducing self
  • using simple conversation openers, turn-taking, leave-taking and social formulas such as ‘Excuse me’, ‘Can you please …?’, ‘Yes, thank you’
  • negotiating meaning through use of gestures, modified speech, simple questions and clarifications

  VCEALC322 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication