Search results

Result list

• VCEALA433

  Identify unfamiliar cultural references

  Elaborations

  • comparing to previous experience or learning, for example ‘It’s different to my culture’ or ‘This is only in Australia’
  • asking questions about unfamiliar word and ideas, for example ‘What’s a bunyip?

  VCEALA433 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA409

  Initiate and manage interaction appropriately in social and learning situations

  Elaborations

  • initiating and managing interaction in a range of situations, such as social conversation, class discussions, small-group brainstorming or pair activities
  • listening and responding to other speakers appropriately, such as by acknowledging, clarifying or building on what they say

  VCEALA409 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC404

  Initiate and participate in casual exchanges and in learning contexts

  Elaborations

  • initiating exchanges in social and learning contexts, for example by asking a question or offering a suggestion
  • listening to other speakers in order to respond to or build on their contributions with relevant ideas

  VCEALC404 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• VCEALA438

  Discuss a text by relating ideas in the text to personal experiences or previous learning

  Elaborations

  • explaining how understanding of ideas in a text is supported by personal experience or previous learning

  VCEALA438 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALL471

  Write using extended descriptive phrases

  Elaborations

  • writing extended noun phrases, such as ‘a large shark with sharp teeth’, using an expanding range of elements including pointers (‘a’, ‘the’, ‘my’), concrete and abstract key nouns (‘shark’, ‘packet’, ‘idea’), describers (‘large’, ‘empty’, ‘excellent’), classifiers (‘endangered’, ‘recyclable’, ‘financial’) and simple qualifiers (‘with sharp teeth’, ‘in my bag’)
  • applying rules for expressing comparisons, such as ‘as … as’, ‘more … than’, ‘–er than’
  • using short relative clauses to expand descriptions, for example ‘The girl who was late had to go to the office’

  VCEALL471 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B3 description

  The Level B3 curriculum provides opportunities to enhance students’ knowledge, understanding and skills in relation to their spoken English. Students learn to respond to and use English appropriately in a wide range of contexts. The curriculum focuses on pronunciation, stress and intonation in...

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

• VCEALL416

  Use basic and some complex verb forms accurately

  Elaborations

  • applying verb tenses more consistently, for example using most common irregular past tenses, such as ‘came’, ‘gave’, ‘thought’, ‘said’
  • using correct subject–verb agreement with simple and some complex tenses, such as ‘I go’, ‘She goes’, ‘My cousin has come to visit’
  • forming multi-word negatives accurately, for example including auxiliary and modal verbs (‘He did not need to carry that’) or expressing more complex tense (‘She has not started yet’)

  VCEALL416 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALA411

  Make own translation of specific words and help other home language speakers to check context or match concepts

  Elaborations

  • inferring the meaning and translation of new words based on context and previous learning in home language
  • assisting same language peers through English and shared languages by explaining words and concepts

  VCEALA411 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA459

  Use own experience and perspectives to elaborate and support a viewpoint

  Elaborations

  • structuring a text simply, for example using an explanation of the issue, statement of opinion and reasons for the viewpoint
  • using subjective phrases to signal opinion, such as ‘I believe’ or ‘I think’
  • giving reasons and elaborations from personal experience and previous learning

  VCEALA459 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALL477

  Spell most words accurately, drawing on a range of strategies but with some invented spelling still evident

  Elaborations

  • learning an expanding repertoire of sight words from shared texts and classroom activities
  • drawing on knowledge of letter–sound relationships and common spelling patterns to spell new words

  VCEALL477 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features