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• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C3 description

  The Level C3 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English. At this level, students learn to listen, question and respond in English in a broad range of contexts. Students are provided with a variety of listening and speaking...

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

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

  The Level CL 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. The curriculum covers the practising of pronunciation...

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

• English | English as an Additional Language (EAL): Learning in English as an Additional Language

  The language modes and strands of the English as an Additional Language (EAL) curriculum are interrelated, and learning in one often supports and extends learning in the others. Each content description contains specific and discrete information identifying what teachers are expected to teach...

  Overview material | English as an Additional Language (EAL)

• 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)

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

  A range of resources to assist with implementing the F–10 English as an Additional Language (EAL) curriculum are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F–10 EAL resources (VCAA)

  The VCAA website...

  Overview material | English as an Additional Language (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)

• 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)

• VCEALA219

  Understand the difference between writing and drawing, and that writing changes according to context and purpose

  Elaborations

  • pointing to pictures and words when prompted
  • understanding that English writing consists of words formed by letters, and sentences made up of words

  VCEALA219 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA330

  Enhance own spoken texts with appropriate non-verbal strategies

  Elaborations

  • modifying own intonation, volume and stress according to context and purpose, such as shouting a warning, or talking softly in group or play activities
  • using purposeful non-verbal strategies to support meaning and engage listeners, such as eye contact, facial expression, gesture, posture

  VCEALA330 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA412

  Use home language resources to develop English

  Elaborations

  • collaborating with home language peers to clarify new vocabulary and ideas, and formulate home language terms and definitions
  • referring to home language or bilingual texts such as glossaries, dictionaries or online translation tools for explanation and clarification of new vocabulary and information
  • recording words and information in personal dictionaries or notes, using a combination of English and home language to indicate meaning, pronunciation and usage

  VCEALA412 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA380

  Create a small range of texts based on modelling

  Elaborations

  • creating a small range of texts for different purposes, such as a report, narrative or simple argument
  • transforming texts into new formats using a model text, for example rewriting an interview into a short report
  • incorporating information and ideas from personal experience, classroom discussion and some familiar classroom texts

  VCEALA380 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA638

  Identify and discuss the purpose, audience and context of particular texts

  Elaborations

  • engaging with texts from different contexts, such as school, the media, workplaces, community, different cultures
  • suggesting reasons why different audiences might read or view the text, for example ‘Teenagers might read this to study for a driving text’, ‘Adults might read this for safety information’
  • using a small range of modelled metalanguage to name and describe features of texts

  VCEALA638 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA512

  Use a picture dictionary to find unfamiliar words, asking for support in home language

  Elaborations

  • referring to picture dictionaries or bilingual dictionaries in the classroom to check meaning or spelling of unknown words
  • speaking home language or English to ask peers or teachers for support

  VCEALA512 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA384

  Employ a range of strategies to understand and learn unknown words

  Elaborations

  • using a bilingual dictionary to find an English equivalent for a word known in home language, or vice versa
  • checking meaning in both home language and English before using a word in speech or writing
  • recording vocabulary in a personal list that includes details such as translation in English and home language, pronunciation and meaning

  VCEALA384 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA433

  Identify unfamiliar cultural references

  Elaborations

  • comparing to previous experience or learning, for example ‘It’s different to my culture’ or ‘This is only in Australia’
  • asking questions about unfamiliar word and ideas, for example ‘What’s a bunyip?

  VCEALA433 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• 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

• 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

• VCEALA116

  Understand how different types of images in texts contribute to meaning

  Elaborations

  • reading and viewing a range of factual and imaginative texts incorporating images, for example an illustrated story, report with diagrams, short documentary, infographic poster
  • using images on book covers or within the text to predict content
  • making connections between images and print text, for example matching a character’s name to an image, finding the name of a country on a map

  VCEALA116 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness