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• VCEALC453

  Write narrative texts that maintain a cohesive storyline and characterisation

  Elaborations

  • using a template or model text to write a text that follows a narrative structure
  • constructing a cohesive storyline through the development of a sequence of events and characters
  • creating or adapting a narrative in print or digital form, including visual or multimodal forms

  VCEALC453 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Communication

• 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

• VCEALC083

  Demonstrate active listening and follow speech

  Elaborations

  • displaying appropriate body language while listening, including body orientation, eye contact, facial expression, nodding or shaking head
  • following visual stimuli that accompany speech or aural texts

  VCEALC083 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALC240

  Demonstrate active listening skills, attending to tone, intonation and body language

  Elaborations

  • displaying appropriate body language while listening, including body orientation, eye contact, facial expressions, nodding or shaking the head
  • using tone and intonation to distinguish between statements, questions and instructions

  VCEALC240 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALC377

  Write simple texts that present a point of view

  Elaborations

  • writing a statement of opinion with a simple structure, including the opinion and reasons
  • writing to express likes and dislikes related to a class topic, or agreement and disagreement about an issue discussed in class

  VCEALC377 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Communication

• VCEALC737

  Use available repertoire of spoken English to participate effectively in a mainstream classroom

  Elaborations

  • participating in classroom interactions, including working in pairs, group work and class discussion
  • initiating classroom exchanges, for example by asking a question or offering a suggestion
  • listening to other speakers in order to respond to or build on their contributions in discussions

  VCEALC737 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• VCEALL334

  Use specific time and sequence markers in speech

  Elaborations

  • using time markers to indicate specific moments in the past, present and future, such as ‘yesterday’, ‘last week’, ‘on the weekend’
  • following instructions that include sequence markers such as ‘first’, ‘then’, ‘after that’, ‘finally’

  VCEALL334 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• 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

• VCEALL563

  Identify key vocabulary and ideas from short, familiar spoken texts, supported by context

  Elaborations

  • recognising familiar and learnt vocabulary in short spoken texts
  • using contextual information, including illustrations, word lists or print texts, to identify key ideas and predict vocabulary

  VCEALL563 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL199

  Recognise and explore texts in different media and modes

  Elaborations

  • identifying and engaging with print and digital texts, including visual, multimodal and interactive texts
  • navigating through different types of texts, for example turning the pages of a book, clicking links

  VCEALL199 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL734

  Create, edit and navigate simple digital texts

  Elaborations

  • creating a small range of digital texts, including documents, slides, tables and simple graphs
  • formatting texts simply, for example using font styles, text alignment, dot points
  • reading menus or links in order to navigate a website

  VCEALL734 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL389

  Use simple time sequence markers and pronoun references to connect ideas in a text

  Elaborations

  • using simple time sequence markers, such as ‘first’, ‘next’, ‘at last’
  • using a range of pronoun references to connect ideas in text, including ‘he’, ‘she’, ‘it’, ‘we’, ‘they’, ‘his’, ‘her’, ‘their’, but with some errors of agreement

  VCEALL389 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL290

  Use a range of cues to support reading and viewing

  Elaborations

  • using information from images and headings to support understanding of the topic
  • using organisational features to navigate a text, for example titles and headings in a print text, or links and navigational items in a digital text, including multimodal and interactive texts

  VCEALL290 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL182

  Use comprehensible pronunciation for familiar words

  Elaborations

  • imitating and rehearsing pronunciation for familiar and commonly used words
  • accurately pronouncing a small range of familiar words, including personal language, classroom language and some basic topic vocabulary

  VCEALL182 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL439

  Identify and compare a range of different text types

  Elaborations

  • discussing the different audiences and purposes associated with text types
  • comparing and contrasting features of texts, including texts in other known languages, for example text structure, use of evidence, levels of formality, vocabulary choices

  VCEALL439 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL237

  Spell a number of high-frequency words accurately

  Elaborations

  • spelling some high-frequency words accurately from memory, including own name and short words used regularly, such as ‘it’, ‘my’, ‘we’
  • representing words by their initial letter, such as ‘b’ for ‘book’

  VCEALL237 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 description

  The Level A2 curriculum supports students to expand their repertoire of spoken and written English. Students explore communication in predictable social situations. Students learn to identify key points in familiar topics and to develop their capacity to use images as cues to decode meaning.

  St...

  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 B2 achievement standards - Writing

  At Level B2 students write for a range of purposes on familiar topics. They write simple, organised texts demonstrating a developing use of specific vocabulary and simple sentence structures. Their writing demonstrates an understanding of the purposes of common text types, and their structures...

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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C2 achievement standards - Reading and Viewing

  At Level C2 students read and comprehend a range of short, familiar fictional and factual texts and, when well supported, some unfamiliar texts. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students show some comprehension beyond...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C2 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C1 achievement standards - Reading and Viewing

  At Level C1 students read and comprehend a range of short, simple, familiar factual or fictional texts developed by the teacher. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students understand a range of basic print instructions...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C1 | Reading and Viewing