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• VCEALA683

  Explain the home language meaning of unfamiliar English words and phrases to home language peers

  Elaborations

  • assisting home language peers through English and shared languages by explaining words and concepts
  • collaborating with home language peers to access resources such as bilingual dictionaries or online translation tools

  VCEALA683 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA705

  Refer to a bilingual dictionary to check and extend vocabulary

  Elaborations

  • using a bilingual dictionary or online tool to search for new vocabulary and to crosscheck meaning in home language and English
  • using home language and English to record spelling, meaning, translation and usage in a personal vocabulary list

  VCEALA705 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Cultural and Plurilingual Awareness

• 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

• VCEALC591

  Write to communicate personal ideas

  Elaborations

  • writing a small range of texts to communicate personal experiences and ideas, for example a personal recount or story
  • following the structure of model texts, such as the use of a greeting, sequence of events, reflection in an online journal

  VCEALC591 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Communication

• VCEALL794

  Spell words accurately using a range of strategies

  Elaborations

  • spelling accurately a wide range of words including unusual and technical words, using knowledge of spelling conventions and letter–sound relationships
  • referring to dictionaries, online tools, curriculum area texts and personal vocabulary lists to check spelling

  VCEALL794 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• 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

• English | English as an Additional Language (EAL): Rationale and Aims

  Rationale

  The English as an Additional Language (EAL) curriculum is central to the learning and development of all young Australians for whom English is not their home language. Through learning EAL, students build their capacity to communicate confidently and effectively. This learning also...

  Overview material | English as an Additional Language (EAL)

• VCEALC425

  Understand main ideas in a text and extract specific details

  Elaborations

  • skimming and scanning a text to identify the topic and extract specific details
  • finding answers to simple questions, such as ‘Where did …?’, ‘Who was the …?’
  • retelling a story through speech or writing, including giving characters and settings, and key events in the correct sequence

  VCEALC425 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCEALC167

  Identify basic items of information in short spoken texts

  Elaborations

  • naming or describing pictures, for example using names of people, single words for feelings, colours
  • pointing to relevant parts of pictures when speaking about them
  • answering specific questions about the spoken text based on familiar question stems such as ‘Who …?’, ‘Where was …?’, ‘When did …?’

  VCEALC167 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALL099

  Recognise questions or statements through word order and vocabulary, as well as through intonation

  Elaborations

  • distinguishing between questions and statements based on intonation
  • recognising common forms of statements, for example ‘I am …’, ‘This is …’
  • recognising ‘Who’, ‘When’, ‘Where’, ‘How’ and ‘Why’ question forms
  • recognising a range of different question openers, such as ‘Do you ...?’, ‘Can anybody …?’, ‘Is it …?’

  VCEALL099 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL125

  Understand and use a small range of metalanguage for elements of texts

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • locating and labelling features of a text, such as author, heading, diagram, blurb
  • identifying features of a text in answer to questions, for example ‘Who is the author of this book?’, ‘Where can we find the contents page?’

  VCEALL125 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL024

  Understand gender in common personal and possessive pronouns

  Elaborations

  • pointing correctly to people or illustrations based on questions or instructions using gendered personal (‘him’, ‘her’) or possessive pronouns (‘his’, ‘her’), for example ‘Who is he?’, ‘Which is her bag?’
  • using gendered pronouns with accuracy some of the time, for example ‘He is my dad’, ‘My aunty, he …’

  VCEALL024 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• 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

• VCEALL690

  Use basic and some complex verb forms accurately

  Elaborations

  • consistently using simple past and present tense verbs accurately, including common irregular verbs
  • beginning to use a range of more complex verb forms accurately, including auxiliary verbs and negatives, for example ‘We are going on excursion’, ‘She does not want to miss out’
  • using passive voice based on modelled examples, such as in procedural recounts, for example ‘The equipment was collected’

  VCEALL690 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL728

  Use verb forms appropriate to text type

  Elaborations

  • using appropriate verb forms for the purpose and text type, for example past tense for a reflective response, passive voice in a procedural recount
  • controlling a range of more complex verb tenses, such as elaborated tenses (‘They had been waiting’), multi-word verb groups (‘I was not supposed to know’)
  • controlling agreement for singular and plural nouns (for example ‘My brothers go to high school and my sister goes to university’) and countable and non-countable nouns (for example ‘There were clouds but there was no rain’)

  VCEALL728 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALA332

  Use home language resources to support understanding of classroom English

  Elaborations

  • using home language and English to ask for or give clarification of classroom instructions, vocabulary and subject content with same language peers
  • accessing home language or bilingual resources such as dictionaries, online translation tools or information texts to support understanding of classroom content
  • recording words and information in a personal word list in both home language and English

  VCEALA332 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA463

  Employ a range of strategies to expand vocabulary

  Elaborations

  • using a bilingual dictionary, thesaurus or online tool to search for a variety of vocabulary
  • crosschecking meaning in home language and English to confirm accurate choice of vocabulary
  • recording vocabulary in a personal list including details such as translation in English and home language, pronunciation, meaning, usage and related words

  VCEALA463 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• 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

• VCEALA684

  Clarify in home language to check understanding

  Elaborations

  • seeking clarification from home language peers about new vocabulary and concepts
  • referring to home language or bilingual glossaries, dictionaries or online translation tools for explanation of new vocabulary and information
  • recording words and information in personal dictionaries or notes to indicate meaning, pronunciation and usage

  VCEALA684 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Cultural and Plurilingual Awareness