Search results

Result list

• VCEALL585

  Pronounce a range of words comprehensibly based on knowledge of vocabulary and letter–sound relationships

  Elaborations

  • pronouncing accurately and reading fluently basic vocabulary or phrases
  • sounding out letters and letter combinations when reading unfamiliar words

  VCEALL585 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL581

  Recognise and follow common imperatives

  Elaborations

  • recognising and following classroom instructions containing familiar imperatives, for example ‘read’, ‘answer’, ‘find out’, ‘complete’
  • following simple sets of instructions, for example ‘Read page one. Answer the set question’

  VCEALL581 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALC569

  Demonstrate understanding by performing a task

  Elaborations

  • following print instructions to conduct a simple task or experiment
  • dramatising or drawing parts of a story
  • answering simple questions, indicating true/false statements or sequencing information

  VCEALC569 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALL580

  Demonstrate awareness of basic sentence and question patterns

  Elaborations

  • ordering words and phrases to create grammatical and logical sentences and questions
  • pointing out the subject, verb and object in sentences such as ‘She bought some fruit’
  • identifying question words such as ‘who’, ‘what’, ‘why’

  VCEALL580 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL560

  Choose correct syntactic forms for questions, statements and commands

  Elaborations

  • beginning questions with question words such as ‘who’, ‘what’, ‘when’, ‘how’
  • using auxiliary verbs with some accuracy to construct simple open, closed, positive and negative questions, for example ‘Do you like running?’, ‘Why can’t you eat that?’
  • constructing positive and negative statements using subject + verb, for example ‘I finished’ and ‘The bus arrived’
  • beginning commands with an imperative verb, for example ‘Come over here’, ‘Bring that’

  VCEALL560 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALC544

  Respond appropriately to a range of commonly encountered questions using short, familiar formulas or expressions

  Elaborations

  • using familiar or formulaic phrases and sentences to respond, such as ‘My name is …’ or ‘Nice to meet you’
  • borrowing words or phrases from the question to respond, for example ‘What is your favourite sport?’ ‘My favourite sport is …’

  VCEALC544 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C1 description

  The curriculum for Level C1 supports students to develop their communication skills both verbally and non-verbally. It provides a range of opportunities for students to interact with their peers. Through active participation in conversations, students learn about the ways to apply formulaic language...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• VCEALL601

  Use single clauses, or use simple coordinating and subordinating conjunctions to combine clauses

  Elaborations

  • constructing compound sentences with a range of coordinating conjunctions (such as ‘and’, ‘but’), for example ‘They knocked on door but nobody answered’
  • constructing complex sentences using some common subordinating conjunctions (such as ‘as’, ‘when’, ‘until’), for example ‘When they arrived, they knocked on door’

  VCEALL601 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C1 achievement standards - Speaking and Listening

  At Level C1 students communicate simply but effectively in English in social and classroom contexts across the curriculum. They negotiate meaning and interact with others using formulaic language; short, simple and well-rehearsed grammatical features; and creative adaptations of their English...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL | Level C1 | Speaking and Listening

• VCEALC550

  Exchange information in oral interactions

  Elaborations

  • understanding a range of common questions on personal or familiar topics
  • using common sentence structures and borrowing phrases from questions, for example ‘What do you like to do on the weekends?’ ‘I like to do sport on the weekends’

  VCEALC550 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCEALL607

  Use common punctuation with some consistency

  Elaborations

  • using commas consistently in lists or to indicate pauses
  • using question marks to indicate questions, with occasional inaccuracy, for example ‘She asked to borrow a pencil?’
  • correcting capital letters and full stops when reviewing own or others’ writing

  VCEALL607 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL586

  Understand simple punctuation when reading

  Elaborations

  • using punctuation to identify the nature of sentences, for example identifying statements by full stops and questions by question marks
  • using punctuation to identify parts of a sentence, for example pausing appropriately at full stops and commas

  VCEALL586 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C1 achievement standards - Reading and Viewing

  At Level C1 students read and comprehend a range of short, simple, familiar factual or fictional texts developed by the teacher. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students understand a range of basic print instructions...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C1 | Reading and Viewing

• VCEALA554

  Check understanding of classroom English by asking for clarification from other home language speakers

  Elaborations

  • formulating questions in English and home language to clarify classroom instructions or new ideas and vocabulary
  • drawing on a range of shared languages to negotiate meaning and clarify information

  VCEALA554 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC546

  Communicate needs in common social and school routines

  Elaborations

  • asking questions and following instructions to meet personal needs, such as where to find resources or what colour pen to use
  • understanding common words for social and school purposes, such as ‘I would like …’, ‘I need some help’

  VCEALC546 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCEALL578

  Locate directly stated information in a text or illustration

  Elaborations

  • using organisational features, such as layout, illustrations and headings, to find information in texts
  • understanding key words in questions or instructions and matching these to illustrations
  • following simple instructions to find information in a digital text by following links and headings

  VCEALL578 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features