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• VCEALC758

  Read independently a wide range of accessible texts

  Elaborations

  • reading independently, applying a range of approaches such as predicting, skimming, scanning, reading for pleasure
  • locating information on a research topic using library resources and online materials, including appropriate search engines

  VCEALC758 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | 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

• VCEALL731

  Use a growing range of simple vocabulary

  Elaborations

  • using a small range of synonyms to avoid repetition
  • understanding differences between specialised or colloquial language, for example ‘feline’, ‘cat’ and ‘moggy’
  • accessing resources such as class texts, word lists, a print or online thesaurus to expand vocabulary

  VCEALL731 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALA619

  Ask for the translation of specific words from other home language speakers

  Elaborations

  • using English, home language and other known languages to seek clarification from same language peers or staff, such as to check context or match concepts
  • checking translations using resources such as bilingual dictionaries, home language texts, online translation tools

  VCEALA619 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA767

  Compare connotations of synonyms and antonyms in English and home language, referring to a dictionary or thesaurus in each language

  Elaborations

  • using a bilingual dictionary, thesaurus or online tool to search for synonyms and antonyms for a known word in one language
  • crosschecking meaning in home language and English to confirm accurate choice of vocabulary
  • contributing to class word lists with vocabulary found using dictionaries and other resources

  VCEALA767 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA659

  Access new words from bilingual dictionaries or word lists

  Elaborations

  • consulting resources such as bilingual dictionaries, charts, word lists, online tools or peers and the teacher to find new words, or to check spelling and meaning
  • recording new words from texts or interactions in a vocabulary list that includes English, home language and other details such as meaning or phonetic pronunciation

  VCEALA659 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Cultural and Plurilingual Awareness

• VCEALA304

  Employ a range of strategies to understand new or unknown words

  Elaborations

  • referring to written resources such as bilingual dictionaries, charts or own spelling lists
  • recording a vocabulary list that includes English, home language and other details such as an image or phonetic pronunciation
  • writing notes in home language about meaning and pronunciation when encountering new words in texts

  VCEALA304 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• 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

• VCEALL754

  Use existing vocabulary knowledge to determine the meaning of new words

  Elaborations

  • using familiar root words, prefixes and suffixes to make predictions about meaning of new specific curriculum area vocabulary
  • checking predictions about new vocabulary, using specific curriculum area resources, dictionaries and vocabulary lists, and by asking questions

  VCEALL754 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• English | English as an Additional Language (EAL): Structure

  The English as an Additional Language (EAL) curriculum is organised by pathways, language modes and strands.

  Pathways

  The EAL curriculum is a continuum structured as three EAL pathways (A, B, C). Each pathway describes a different stage of English-language learning (early, mid and late), and...

  Overview material | English as an Additional Language (EAL)

• VCEALA067

  Use some home language words and words copied from various sources

  Elaborations

  • copying words from classroom resources such as labels, signs, word lists
  • writing in home language script or transliterating the sound of a home language word in English letters when the English word is unknown
  • asking home language peers or the teacher for the English translation and spelling of a home language word
  • explaining the meaning of a home language word when asked, for example by pointing, drawing, using known language

  VCEALA067 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALA465

  Follow a simple writing process, including planning, drafting and revision

  Elaborations

  • talking to language peers in home language or English to generate and refine ideas before writing
  • recording structured notes or a plan in home language and/or English before writing, for example writing dot points under headings or filling in a planning template
  • revising writing using a range of resources, such as feedback from peers and teacher, model texts and checklists

  VCEALA465 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness