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• VCEALA554

  Check understanding of classroom English by asking for clarification from other home language speakers

  Elaborations

  • formulating questions in English and home language to clarify classroom instructions or new ideas and vocabulary
  • drawing on a range of shared languages to negotiate meaning and clarify information

  VCEALA554 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC504

  Understand simple visual elements of texts, including basic charts, graphs and other images

  Elaborations

  • matching a short description to an illustration, for example ‘It is green, with big eyes’
  • using visual clues to locate information on a map, for example finding ‘the city marked with a green dot’

  VCEALC504 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALC429

  Discuss texts with some understanding of meaning beyond the literal level, moving towards the inferential level

  Elaborations

  • making connections between the text and own experience or other texts
  • suggesting the opinion of the author based on the ideas in the text
  • drawing a simple conclusion based on a factual text

  VCEALC429 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCEALC324

  Comprehend social English in most familiar contexts, and use conversation partners to support understanding

  Elaborations

  • using support from conversation partners, including gestures, modified speech, provision of wait-time
  • repeating and adapting another speaker’s words to formulate responses, such as Student 1: ‘Where did you plant the seeds?’ Student 2: ‘Plant the seeds in a pot’

  VCEALC324 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC763

  Understand most symbols and changes of font style and how they contribute to or change the meanings in a text

  Elaborations

  • identifying changes in font style (such as italic and bold) or symbols or icons and explaining their function
  • recognising navigational features such as menu items or links on a website

  VCEALC763 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Communication

• VCEALC506

  Understand short, simple texts for a range of everyday purposes, relying on considerable contextual support

  Elaborations

  • reading short, previously learnt texts or memorised material, such as rhymes, songs, repetitive texts
  • joining in shared reading activities, such as group reading
  • drawing on supplementary information for support, such as illustrations or vocabulary lists, or asking questions of peers and teachers

  VCEALC506 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALL513

  Show basic understanding of differences between fiction and non-fiction texts through their purpose, topic and layout

  Elaborations

  • classifying texts as fiction or non-fiction, based on layout, structure and content
  • distinguishing between different texts based on purpose, topic and layout, for example identifying a story about a personal experience and a book about animals

  VCEALL513 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALA037

  Participate in shared reading activities

  Elaborations

  • focusing during group reading activities
  • participating with key repetitive phrases or choruses in shared reading activities
  • imitating the pronunciation of the teacher and peers in shared reading activities
  • participating in activities to accompany texts, such as performing actions for a song, following instructions for a simple science activity
  • contributing to shared responses to texts, such as sequencing images in order, matching sentence stems and endings, answering simple questions about ideas in a text

  VCEALA037 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALL202

  Use basic terminology of reading

  Elaborations

  • understanding terminology such as ‘book’, ‘author’, ‘picture’, ‘word’

  VCEALL202 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A1 achievement standards - Reading and Viewing

  At Level A1 students read and engage with a wide range of short, simple, repetitive texts, including shared recounts and fictional and everyday texts. These texts may be in print or visual form.

  Students read in context some familiar words, phrases, numbers and signs. They complete simple...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A1 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B1 achievement standards - Reading and Viewing

  Students working at Level B1 read short familiar texts, based on simple language structures and features, common vocabulary and familiar contexts. They retell simply, predict likely outcomes, sequence ideas, and complete basic comprehension activities. These texts may be print or digital, including...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B1 achievement standards - Speaking and Listening

  At Level B1 students communicate verbally and non-verbally in routine social and classroom situations, understanding controlled English that is supported by its immediate context. They use formulas, well-rehearsed and common sentence patterns, and short, simple utterances to contribute relatively...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Speaking and Listening

• 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

• 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

• VCEALL709

  Read texts with a range of sentence types

  Elaborations

  • understanding compound and complex sentences containing multiple clauses
  • understanding sentences containing some sophisticated features, such as noun groups and modality

  VCEALL709 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALA438

  Discuss a text by relating ideas in the text to personal experiences or previous learning

  Elaborations

  • explaining how understanding of ideas in a text is supported by personal experience or previous learning

  VCEALA438 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA169

  Take turns to speak or listen during class interactions

  Elaborations

  • listening to other speakers to understand the topic and consider relevant contributions

  VCEALA169 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL211

  Attempt to self-correct

  Elaborations

  • self-correcting pronunciation when the listener does not understand the word being read

  VCEALL211 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B3 description

  The Level B3 curriculum provides opportunities to enhance students’ knowledge, understanding and skills in relation to their spoken English. Students learn to respond to and use English appropriately in a wide range of contexts. The curriculum focuses on pronunciation, stress and intonation in...

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

• VCEALC547

  Comprehend a simple spoken text

  Elaborations

  • understanding short and simply structured spoken texts, such as instructions read by the teacher or a recount from a peer
  • understanding frequently used classroom words and learnt topic words

  VCEALC547 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication