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• 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

• 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

• VCEALL582

  Understand simple descriptive language within sentences

  Elaborations

  • understanding simple noun groups with adjectives and/or simple possessive pronouns, such as ‘the small chair’, ‘my brother’s bag’
  • understanding describers and classifiers in short noun groups, for example ‘small animals’ and ‘wild animals’
  • recognising common prepositions indicating time and place, such as ‘in’, ‘on’, ‘at’

  VCEALL582 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALC570

  Read with understanding a range of simple texts based on predictable language structures and vocabulary

  Elaborations

  • reading a small range of familiar text types, such as simple recounts, narratives, procedures
  • applying subject knowledge and understanding of common or learnt vocabulary to understand the main meaning of a short text
  • sequencing information, summarising key points or representing information in a visual form

  VCEALC570 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• 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

• VCEALC547

  Comprehend a simple spoken text

  Elaborations

  • understanding short and simply structured spoken texts, such as instructions read by the teacher or a recount from a peer
  • understanding frequently used classroom words and learnt topic words

  VCEALC547 | 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 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

• VCEALL557

  Comprehend and produce short spoken text types

  Elaborations

  • understanding and producing short texts, such as simple recounts, descriptions, instructions
  • using basic features to structure texts, such as introduction, body, conclusion

  VCEALL557 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALC548

  Extract essential information from short, simple texts relevant to personal experience

  Elaborations

  • applying knowledge of basic text structure (such as beginning, middle and end) to identify the main idea and details
  • understanding common and learnt vocabulary

  VCEALC548 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• 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

• 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

• VCEALL579

  Identify what is being referred to by simple cohesive devices in a simple informative text

  Elaborations

  • understanding common coordinating conjunctions (such as ‘and’, ‘but’) and subordinating conjunctions (such as ‘as’, ‘when’)
  • matching cohesive devices (such as ‘this’, ‘that’, ‘those’) to the items they refer to

  VCEALL579 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• 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

• 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

• VCEALC567

  Attempt to read familiar and unfamiliar texts with fluency

  Elaborations

  • understanding classroom labels such as those on lockers or desks, and signs around the school such as ‘front office’, ‘toilets’
  • reading a range of familiar and unfamiliar texts, such as own writing, peer’s writing, teacher’s writing
  • following simple print texts that are read aloud at a moderate pace

  VCEALC567 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication