Search results

Result list

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C3 achievement standards - Reading and Viewing

  At Level C3 students demonstrate a basic understanding of the main ideas, issues or plot developments in a range of accessible texts from across the curriculum. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students demonstrate...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C3 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C4 achievement standards - Speaking and Listening

  At Level C4 students demonstrate greater autonomy and control over their use of English, combining their expanding vocabulary with the appropriate use of a wide range of complex grammatical features including modal verbs, passive voice and tenses. They demonstrate understanding of the ways that...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C4 | Speaking and Listening

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C3 achievement standards - Writing

  At Level C3, through guided activities, students write texts based on an extensive range of fictional and factual text types from across the curriculum, showing an awareness of purpose and audience. They consistently use the basic structures of these text types, and demonstrate consistent but...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C3 | Writing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C4 achievement standards - Writing

  At Level C4 students write, with appropriate support, the full range of extended fictional and factual text types undertaken across the curriculum. With support they vary their writing to be consistent with the text type, the context and the needs of the reader, presenting similar content in different...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C4 | Writing

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level BL achievement standards - Reading and Viewing

  At Level BL students read a wide range of familiar, short, simple, repetitive fictional and everyday texts, and complete basic structured activities based on them. These texts may be print or digital, including visual, multimodal and interactive.

  Students retell a simple and familiar story...

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

• VCEALA221

  Contribute ideas to shared writing activities

  Elaborations

  • making suggestions about the ideas to include in the text, for example the people and events
  • drawing on familiar vocabulary and sentence structures to suggest expressions for shared writing

  VCEALA221 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA529

  Take part in shared writing activities

  Elaborations

  • listening to the contributions of others and adding new or different ideas
  • making suggestions about the ideas to include in the text, based on personal experience and class topics

  VCEALA529 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Cultural and Plurilingual Awareness

• VCEALA765

  Read a range of sustained, complex texts

  Elaborations

  • choosing a range of texts, including fiction and non-fiction, and diverse issues and perspectives
  • identifying and responding to a range of cultural and literary perspectives and stereotypes in texts

  VCEALA765 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC089

  Participate in class performances of songs, poems and rhymes

  Elaborations

  • reciting rhymes, songs or parts of a familiar text, including some individual performance
  • attending to pronunciation, intonation, volume and pace when rehearsing or performing role-plays

  VCEALC089 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALC699

  Read with understanding texts on familiar topics, with some visual support

  Elaborations

  • reading a range of common factual texts, such as online posts that include images or diagrams
  • viewing multimodal texts, such as news reports, that combine audio, subtitles and video

  VCEALC699 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALL788

  Demonstrate control of appropriate grammatical structures that develop the ways to analyse, argue, persuade, describe, classify or explain

  Elaborations

  • varying sentence structures to support the purpose of the text and create interest for the reader, for example including rhetorical questions in an argument, varying sentence length within a paragraph

  VCEALL788 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL098

  Use common time and sequence markers to link ideas in speech

  Elaborations

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

  VCEALL098 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL466

  Use the text type appropriate to the task

  Elaborations

  • selecting an appropriate text type for the purpose and audience, from a small range of learnt text types
  • including appropriate features for the text type, such as headings, tables, images

  VCEALL466 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL342

  Use pronunciation and non-verbal features to support communication

  Elaborations

  • imitating features of the speech of others, including the teacher, peers and speakers in video or audio clips
  • practising pronunciation, rhythm and intonation by repeating words, phrases and sentences

  VCEALL342 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C4 description

  The Level C4 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English in order to make them more autonomous users of language. At this level, students learn to use their expanding vocabulary and knowledge of a broad range of grammatical...

  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 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

• VCEALA596

  Draw on experience of language patterns in controlled writing activities to express ideas

  Elaborations

  • acquiring new vocabulary and expressions from classroom activities and texts, rather than relying on a dictionary to translate from home language
  • keeping a personal word list that includes English and home language

  VCEALA596 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALA168

  Participate in predictable social interactions appropriately

  Elaborations

  • demonstrating a range of appropriate interactive behaviour, including listening, responding and turn-taking
  • using a small range of simple formulaic social expressions, such as ‘please’, ‘thank you’, ‘May I play?

  VCEALA168 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA721

  Use home language resources such as bilingual dictionaries to improve range and clarity of expression

  Elaborations

  • consulting print resources, such as bilingual dictionaries, charts, word lists, to develop vocabulary by looking up synonyms and antonyms
  • recording a vocabulary list that includes English, home language and details such as meaning, usage, related terms

  VCEALA721 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• VCEALA040

  Use simple dictionaries and word charts

  Elaborations

  • referring to picture dictionaries or bilingual dictionaries in the classroom to check meaning or spelling
  • using words from classroom vocabulary charts when speaking or writing
  • keeping copies of vocabulary charts that include images, English and home language

  VCEALA040 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness