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• VCEALL283

  Read sentences that use basic subject, verb and object patterns, where content and vocabulary are familiar

  Elaborations

  • ordering jumbled sentences to create grammatical and logical sentences
  • answering simple questions about sentences, for example Teacher: ‘What did the dog eat?’, Student: ‘The dog ate the bone’

  VCEALL283 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | 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)

• VCEALL448

  Follow direct and indirect speech

  Elaborations

  • understanding the punctuation used to indicate direct speech
  • creating a comic strip or storyboard with speech bubbles based on a passage containing direct or indirect speech

  VCEALL448 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• 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

• VCEALC243

  Participate in extended conversations with reliance on other speakers to scaffold, interpret, clarify or elaborate

  Elaborations

  • seeking help or clarification from other speakers, for example through home language, gesture or rewording
  • responding with short or sometimes more extended responses, including answering questions, adding to other speakers’ points or giving personal opinions
  • borrowing key topic words and question structures to help formulate responses

  VCEALC243 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALC164

  Ask for repetition or ask questions to check meaning or elicit help

  Elaborations

  • using simple formulaic expressions to make requests or ask questions, for example ‘Please say again’, ‘What is that?’
  • listening to and using speaker’s key words when asking for clarification, for example ‘What means “sibling”?

  VCEALC164 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALC677

  Listen for specific information, using question, preview and prediction strategies

  Elaborations

  • identifying key words based on learnt vocabulary and words used in questions
  • using support materials such as questions or print text excerpts to identify key words and sequence of information

  VCEALC677 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALC634

  Locate specific information in fictional and factual texts using guide questions

  Elaborations

  • locating specific information in factual print texts by using organisational features such as headings or topic sentences
  • retelling ideas or events from familiar texts in response to guide questions
  • making connections between ideas stated directly and close together; for example predicting the ending, linking a diagram and label, linking simple cause and effect

  VCEALC634 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Communication

• VCEALC346

  Identify the main idea in short texts using guide questions

  Elaborations

  • identifying key words in questions and finding them in the text
  • identifying key words from headings or topic sentences in order to extract key information from a factual text

  VCEALC346 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | 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

• VCEALL029

  Recognise ways intonation is used to enhance meaning or distinguish statements from questions

  Elaborations

  • recognising emotions expressed through intonation, such as happiness, anger
  • distinguishing between questions, instructions and statements based on clear intonation and contextual information such as the actions of peers
  • using rising intonation for questions and stressing key words for emphasis

  VCEALL029 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL373

  Modify intonation when reading aloud, to differentiate questions, exclamations or dialogue

  Elaborations

  • recognising a question and adjusting intonation appropriately
  • using appropriate pauses and emphasis when reading aloud direct speech or dialogue

  VCEALL373 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALA091

  Initiate and maintain simple conversations with others

  Elaborations

  • understanding and responding to simple English expressions related to personal or familiar topics, for example answering simple questions by giving basic information about self
  • borrowing words from questions asked, for example ‘What is your hobby?’, ‘My hobby is …’
  • negotiating meaning through use of gestures, modified speech, simple questions and clarifications
  • initiating exchanges in social and learning context, for example by asking a question

  VCEALA091 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA117

  Understand that the purpose of a text is reflected in its form

  Elaborations

  • identifying texts as factual or fictional, and comparing features such as content, layout, images
  • suggesting the purpose and audience of a range of common text types, such as picture book, supermarket catalogue, website, timetable
  • answering simple questions about the text, such as ‘Would this text be more useful for a parent or a child?’

  VCEALA117 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• 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

• VCEALL200

  Understand and explore the basic layout and conventions of simple texts

  Elaborations

  • answering simple questions about the features of a text, for example ‘What is the name of this text?’, ‘Where is there a list in this text?’
  • following step-by-step instructions to find information in a text, for example ‘Open up to the contents page. Now find the entry that says “Ocean”. Which page should we turn to?’

  VCEALL200 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | 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

• 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

• VCEALC005

  Understand a simple spoken text

  Elaborations

  • listening to a long text with visual support, such as instructions for and a demonstration of a game or art activity
  • recognising familiar vocabulary, for example animal names, colours, time markers
  • identifying single items of information from short spoken texts, such as a number, colour, name
  • answering specific questions about the spoken text that are based on familiar question stems such as ‘Who’, ‘Where’, ‘When’

  VCEALC005 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALC084

  Respond appropriately in a range of common social and classroom situations

  Elaborations

  • responding with short extended responses including answering questions, adding to other speakers’ points, giving personal opinions
  • expressing ideas, humour and simple opinions, and describing feelings, for example ‘I am very happy’
  • giving a short presentation to a group on a familiar topic, such as sharing or recounting a personal experience
  • borrowing key topic words and question structures to help formulate responses

  VCEALC084 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication