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• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C2 achievement standards - Speaking and Listening

  At Level C2 students use simple but effective strategies for initiating communication and negotiating meaning. They communicate effectively in a range of familiar social and some basic academic contexts, experimenting with and adapting their developing English and cultural understanding. With...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL | Level C2 | Speaking and Listening

• VCEALA462

  Confer and cooperate in groups or pairs when planning, writing or reviewing

  Elaborations

  • adding to information contained in the text after a discussion in home language and English
  • seeking and giving feedback with peers on draft texts using home language and English

  VCEALA462 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALA066

  Clarify the meaning of a word in home language and ask for the word to be written so it can be copied

  Elaborations

  • talking to home language peers to explain the idea in home language and ask for a translation into English
  • asking peers or the teacher to write the word in English after hearing the translation

  VCEALA066 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | 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

• VCEALA013

  Use some features of home language

  Elaborations

  • using phonological features from home language, for example pronouncing new English words using similar sounds from home language
  • responding in home language and/or English when asked a question
  • making connections between new English words and home language words containing similar sounds

  VCEALA013 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA121

  Locate words in a bilingual dictionary or in class word lists

  Elaborations

  • referring to a picture or bilingual dictionary to check spelling or meaning of English words
  • locating words on classroom charts and word lists
  • adding to word lists to keep a record of words, spelling, meaning and pronunciation in English and home language

  VCEALA121 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | 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

• VCEALC327

  Recall and retell a simple story such as a recount, legend or fairytale

  Elaborations

  • learning the content and sequence of a story through storytelling, reading or viewing in home language or English, and retelling in English
  • using conventions of story texts, such as ‘Once upon a time’
  • controlling pronunciation, intonation and emphasis to contribute to engaging storytelling

  VCEALC327 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• 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 CL achievement standards - Reading and Viewing

  At Level CL students read and complete simple, structured activities around a wide range of familiar, short, simple texts that use repetitive structures and features and are strongly supported by illustrations. These texts may be print or digital texts, including handwritten, visual, multimodal...

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

• 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

• VCEALA331

  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

  VCEALA331 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA146

  Use a range of resources to find words or phrases for own writing

  Elaborations

  • using a range of resources to find words or phrases or to check spelling, such as simple bilingual dictionaries, home language peers, vocabulary lists, classroom texts, spellchecker on a computer or digital device
  • talking to home language peers to explain the word in home language and ask for a translation into English
  • recording the word in home language and English in personal dictionary or vocabulary chart
  • translating word for word from home language to English
  • adapting the translation using English sentence structure

  VCEALA146 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA224

  Rely on memorisation and/or home language to retrieve new words and structures

  Elaborations

  • relying on simple or formulaic English expressions such as ‘Yes, teacher’ or ‘Hello, my name is …

  VCEALA224 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | 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

• VCEALA784

  Plan writing, cooperate, and edit texts with a group, using home language

  Elaborations

  • using home language to generate additional ideas in brainstorming activities
  • seeking and giving feedback with peers on draft writing using home language and English
  • managing group functions, explaining tasks and supporting peers’ participation using home language as well as English

  VCEALA784 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | 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

• VCEALA531

  Use memory and/or home language knowledge to retrieve newly learnt words and structures

  Elaborations

  • organising newly learnt vocabulary according to home language schemas
  • calling on language peers for help translating personal needs and responses from home language to English

  VCEALA531 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Cultural and Plurilingual Awareness

• VCEALA492

  Transfer some simple language structures to other contexts

  Elaborations

  • using simple language structures in new contexts, such as ‘I like bananas. I like soccer’
  • using some home language structures in English speech

  VCEALA492 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA059

  Respond to the terms ‘writing’ and ‘drawing’ appropriately

  Elaborations

  • following instructions to write or draw, such as ‘Write your name’, ‘Draw a face’
  • understanding that English writing consists of words formed by letters, and sentences comprising words

  VCEALA059 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness