Search results

Result list

• VCEALL018

  Communicate using short, learnt phrases

  Elaborations

  • using single-word or phrasal responses to questions, such as ‘Yes’, ‘No’, ‘I don’t know’
  • using learnt phrases in play, such as ‘Give me’, ‘Stop it’, ‘I don’t like’
  • creating original utterances by substituting new words in learnt patterns or formulas, such as ‘It’s home time’, ‘It’s go time’
  • using simplified speech patterns, where function words may be omitted or used incorrectly, for example ‘Me go to shopping and buyed many thing’

  VCEALL018 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL536

  Write sentences that reflect oral language with some examples of correct word order

  Elaborations

  • writing short, simple expressions to label personal drawings, reflecting an early stage of oral language development, such as ‘Live here’, ‘Go to play’
  • writing sentences with a level of detail that may not follow standard word order, such as ‘We went yesterday to the supermarket’, ‘My friend and me we see car blue’

  VCEALL536 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL071

  Label drawings of everyday personal activities using language learnt in the classroom

  Elaborations

  • using drawings as a basis for oral explanations or captioning using simple writing, such as ‘live here’, ‘play’, ‘study’
  • writing the names of items depicted in images
  • copying and completing short, formulaic sentences to describe images, such as ‘This is a …’
  • choosing a sentence from a class text to use as a caption for an image

  VCEALL071 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B2 description

  The Level B2 curriculum develops students’ knowledge, understanding and skills in relation to their spoken English. Students learn to negotiate simple exchanges in English, combining their understanding of both verbal and non-verbal language. They refine and further develop a wide range of fundamental...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 achievement standards - Reading and Viewing

  At Level A2 students read and respond to a wide range of familiar texts. These texts may be print or digital texts, including visual, multimodal or interactive texts.

  Students predict, ask questions, retell and talk about texts read and viewed in class. With support, they read a range of...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A2 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A1 achievement standards - Reading and Viewing

  At Level A1 students read and engage with a wide range of short, simple, repetitive texts, including shared recounts and fictional and everyday texts. These texts may be in print or visual form.

  Students read in context some familiar words, phrases, numbers and signs. They complete simple...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A1 | Reading and Viewing

• VCEALA062

  Contribute ideas, words or sentences to a class or group shared story

  Elaborations

  • listening to the contributions of others and adding new or different ideas
  • making suggestions about the ideas to include in the text, for example the people and events to be included
  • drawing on familiar vocabulary and sentence structures to suggest expressions for shared writing

  VCEALA062 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALC696

  Interpret and respond to accessible texts from across the curriculum

  Elaborations

  • reading and viewing in-school texts, including a range of factual and fictional text types, in print and digital formats
  • understanding background information associated with the content and text type, including the purpose and structure

  VCEALC696 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALA090

  Adjust speech to suit the audience and purpose

  Elaborations

  • understanding the nature of social interactions with familiar people and in known settings
  • differentiating speech in a small range of situations, such as when giving a talk, speaking to a friend or adult, making an apology
  • speaking appropriately for the situation by modifying voice, body language and expression to match other speakers
  • asking about appropriate non-verbal behaviours in certain situations, for example ‘Should I give eye contact?’, ‘Is it OK to shake hands?’

  VCEALA090 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B3 description

  The Level B3 curriculum provides opportunities to enhance students’ knowledge, understanding and skills in relation to their spoken English. Students learn to respond to and use English appropriately in a wide range of contexts. The curriculum focuses on pronunciation, stress and intonation in...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C2 description

  The Level C2 curriculum supports students to enhance their knowledge, understanding and skills in relation to spoken English. At this level, students learn to initiate and negotiate topics when speaking in English in a range of contexts. The curriculum focuses on pronunciation, stress and intonation...

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

• English | English as an Additional Language (EAL): Scope and Sequence

  The English as an Additional Language (EAL) curriculum sets out what students are expected to learn and is designed as a continuum of learning structured as three pathways. The pathways are presented in scope and sequence charts to support teachers to easily see the progression and assist in planning...

  Overview material | English as an Additional Language (EAL)

• VCEALA358

  Engage with a diverse range of texts that reflect a variety of cultural beliefs, practices and views

  Elaborations

  • selecting texts with a range of settings and characters, including those related to personal experience and those that are unfamiliar

  VCEALA358 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALL252

  Construct short utterances that use common adjectives to describe or add emphasis

  Elaborations

  • combining learnt vocabulary, including adjectives, to describe objects and ideas, such as ‘very hot’, ‘beautiful picture’

  VCEALL252 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL494

  Use basic time and sequence markers

  Elaborations

  • understanding simple time markers, such as ‘yesterday’, ‘later’, ‘now’
  • following instructions that include sequence markers, such as ‘first’, ‘next’, ‘last’

  VCEALL494 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 achievement standards - Speaking and Listening

  At Level A2 students communicate in an expanding range of predictable social and learning situations. They express ideas and identify key points of information in classroom discussions about familiar topics, and in new topics when they are well supported by visual material, an appropriate pace...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A2 | Speaking and Listening

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A1 description

  The Level A1 curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to participate in routine and familiar exchanges in English with their peers. As a result, they begin to recognise the ways...

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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B3 achievement standards - Reading and Viewing

  At Level B3 students read for a range of purposes and identify main ideas and specific information in classroom texts. These texts may be print or digital, including visual, multimodal and interactive.

  Students demonstrate understanding of the main storyline and most key information when...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B3 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Reading and Viewing

  At Level B2 students read familiar and unfamiliar texts containing predictable structures and familiar vocabulary. These texts may be print or digital, including visual, multimodal and interactive.

  Students follow simple written instructions and questions. They identify the basic purposes...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B1 achievement standards - Reading and Viewing

  Students working at Level B1 read short familiar texts, based on simple language structures and features, common vocabulary and familiar contexts. They retell simply, predict likely outcomes, sequence ideas, and complete basic comprehension activities. These texts may be print or digital, including...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Reading and Viewing