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• VCEALA556

  Transfer knowledge from home language to English learning

  Elaborations

  • drawing on content and background knowledge from home language, including referring to some specific curriculum area vocabulary in home language
  • using features of home language spoken discourse, for example calling the teacher ‘Teacher’ rather than using their name or title
  • using home language in learning, for example taking notes or writing vocabulary lists

  VCEALA556 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA575

  Compare or contrast texts in English to texts in other languages

  Elaborations

  • comparing the purpose, structure and language of cultural texts, for example comparing a Dreamtime story to a folk story from another culture
  • comparing the structure and conventions of texts used in class to texts in other languages, for example stories in two languages

  VCEALA575 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA555

  Use home language to formulate speech in English and communicate ideas

  Elaborations

  • formulating original utterances to communicate ideas, combining English vocabulary with home language sentence patterns
  • referring to home language while formulating speech, which may be reflected in pauses and hesitation
  • translating word for word from home language to English, before adapting the translation using English sentence structure

  VCEALA555 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Cultural and Plurilingual Awareness

• 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

• 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

• 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

• 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

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

  At Level C1 students write for a range of basic classroom and personal purposes, making lists and writing simple journal entries, notes, descriptions, recounts of events and instructional texts. Their basic sentences and short texts are based on well-practised spoken English and familiar contexts...

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

• VCEALA596

  Draw on experience of language patterns in controlled writing activities to express ideas

  Elaborations

  • acquiring new vocabulary and expressions from classroom activities and texts, rather than relying on a dictionary to translate from home language
  • keeping a personal word list that includes English and home language

  VCEALA596 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALA576

  Refer to a simple bilingual dictionary or request help from peers or school staff who speak the same home language to find the meaning of unfamiliar words

  Elaborations

  • referring to a dictionary to check spelling or meaning of English words
  • drawing on a range of shared languages to negotiate meaning and clarify information
  • recording spelling, meaning and translations of new words in a vocabulary list

  VCEALA576 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA595

  Refer to a bilingual dictionary, class lists or previous work to record and find or check words and their meanings

  Elaborations

  • consulting bilingual dictionaries, charts, word lists, peers and the teacher to find and check spelling and meaning of words
  • recording a vocabulary list that includes English, home language and details such as an image or pronunciation
  • writing notes in home language about meaning and pronunciation when encountering new words in texts

  VCEALA595 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALL600

  Use single-word subject–verb–object word order in simple sentences and noun–pronoun agreements with few errors

  Elaborations

  • constructing basic sentences using single words for subjects, verbs and objects in the correct order, such as ‘I learn English’, ‘Yesterday we watch video’
  • using noun–pronoun agreement with varied accuracy, for example ‘I like apples’, ‘She like oranges’

  VCEALL600 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features