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• VCEALC484

  Identify single pieces of information from a short, spoken text

  Elaborations

  • identifying information related to common or personally relevant topics, such as colours, numbers, animals
  • asking questions to help identify relevant items of information, for example ‘What colour was it?’ ‘It was blue’

  VCEALC484 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALC508

  Develop basic digital technology skills that support reading of digital texts

  Elaborations

  • locating letters on a keyboard
  • typing letters and words, copying from a print text
  • following step-by-step instructions to navigate a digital text using menu items or links

  VCEALC508 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALC486

  Express personal meanings non-verbally or using simple language

  Elaborations

  • showing personal non-verbal responses to oral texts, such as indicating a positive or negative reaction by smiling, nodding or pointing
  • beginning to use common expressions of opinion, for example ‘I think’, ‘I like’
  • using simple vocabulary to express personal needs and wants, such as ‘hungry’, ‘help’

  VCEALC486 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALC482

  Participate in familiar situations and learning activities

  Elaborations

  • understanding and participating in common classroom routines such as retrieving equipment or forming groups
  • requesting assistance where required, by asking directly or indicating non-understanding through speech or body language
  • understanding common classroom action verbs, such as ‘sit’, ‘collect’, ‘open’, ‘stop’

  VCEALC482 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALC504

  Understand simple visual elements of texts, including basic charts, graphs and other images

  Elaborations

  • matching a short description to an illustration, for example ‘It is green, with big eyes’
  • using visual clues to locate information on a map, for example finding ‘the city marked with a green dot’

  VCEALC504 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALC485

  Interact simply with peers in group work activities

  Elaborations

  • responding verbally and non-verbally
  • responding to direct questions with brief and relevant answers

  VCEALC485 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALC503

  Read short, familiar texts

  Elaborations

  • identifying letters, numbers, words and logos on signs and labels
  • reading aloud short passages from own writing, texts written by a teacher, or a familiar text used in class

  VCEALC503 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALC505

  Identify some familiar words in different contexts

  Elaborations

  • identifying familiar information in a text, for example recognising friends’ names on worksheets or belongings
  • locating specific words or information in a text, using questions or prompts as guidance

  VCEALC505 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALC526

  Write familiar words and simple sentences independently, with enough accuracy to convey meaning

  Elaborations

  • writing common classroom words, such as writing the day and date at the top of a page
  • writing familiar words and sentences to communicate personal information, such as ‘My name is ...’
  • filling in a simple table with some independence, such as students’ countries of origin or ages

  VCEALC526 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Communication

• VCEALC480

  Show understanding of some frequently occurring English words and phrases

  Elaborations

  • understanding a small range of frequently occurring greetings, simple sentences and simple instructions in the classroom, such as ‘partner’ and ‘sit down’
  • using supporting resources to understand classroom language, for example classroom charts, vocabulary lists and contextual information, such as the actions of other students

  VCEALC480 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALC487

  Present a simple prepared response on a familiar topic

  Elaborations

  • giving rehearsed and familiar responses in common situations, such as introducing self
  • presenting a short response on a prepared topic after rehearsing with teacher support

  VCEALC487 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALC506

  Understand short, simple texts for a range of everyday purposes, relying on considerable contextual support

  Elaborations

  • reading short, previously learnt texts or memorised material, such as rhymes, songs, repetitive texts
  • joining in shared reading activities, such as group reading
  • drawing on supplementary information for support, such as illustrations or vocabulary lists, or asking questions of peers and teachers

  VCEALC506 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALC481

  Negotiate meaning with supportive conversation partners

  Elaborations

  • asking for repetition or rephrasing of English instructions, explanations and questions
  • using some social formulas, such as ‘please’, ‘thank you’, to aid transactions
  • using circumlocution (talking around a topic) to support developing vocabulary

  VCEALC481 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALC525

  Write short, simple texts for specific purposes related to personal experience

  Elaborations

  • writing a small range of basic texts for specific purposes related to personal experience, such as a list for shopping, a reminder note
  • completing simple personal information forms with minimal support, such as filling in name and address on a permission slip

  VCEALC525 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Communication

• VCEALC507

  Respond simply and show reaction to a text

  Elaborations

  • drawing characters from a story or illustrating a key idea
  • showing a personal response to a text, for example indicating enjoyment, agreement or disagreement

  VCEALC507 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALC527

  Combine writing and drawing to create a short, simple text about a familiar topic

  Elaborations

  • drawing pictures with some detail of the participants, location and actions of an event
  • writing a short, simple text, such as a recount of a personal experience

  VCEALC527 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Communication

• VCEALL539

  Write some common words that are already known orally

  Elaborations

  • using new vocabulary, incorporating familiar oral language, personally significant words and common terms
  • retrieving vocabulary from classroom charts, familiar texts and personal word lists

  VCEALL539 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL519

  Recognise some familiar words or phrases

  Elaborations

  • recognising words and phrases displayed in the classroom, such as words on charts, labels, books, posters, signs, notices
  • following instructions on simple signs such as ‘Line up here’ or ‘No running’
  • matching illustrations to familiar words or phrases in a text

  VCEALL519 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL493

  Repeat short modelled utterances with understanding

  Elaborations

  • listening to and reproducing the sequence of ideas in a short spoken report or recount

  VCEALL493 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL502

  Repeat or re-pronounce words or phrases, when prompted, if not understood

  Elaborations

  • responding to feedback from the listener if speech has not been understood
  • attempting to re-pronounce words using different pronunciation

  VCEALL502 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features