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• VCEALA330

  Enhance own spoken texts with appropriate non-verbal strategies

  Elaborations

  • modifying own intonation, volume and stress according to context and purpose, such as shouting a warning, or talking softly in group or play activities
  • using purposeful non-verbal strategies to support meaning and engage listeners, such as eye contact, facial expression, gesture, posture

  VCEALA330 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA225

  Use home language to express ideas

  Elaborations

  • writing in home language script or transliterating the sound of a home language word in Roman letters when the English word is unknown
  • asking language peers to explain the meaning of a home language word when asked by the teacher, for example by pointing, drawing or using known language

  VCEALA225 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA720

  Revise text and proofread for accuracy of expression

  Elaborations

  • evaluating own and peers’ writing with reference to model texts and editing checklists
  • using different strategies to read for different purposes when revising, for example reading aloud to check meaning, reading a sentence backwards to check spelling
  • addressing a range of aspects of accuracy, such as grammatical accuracy, spelling, punctuation

  VCEALA720 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• VCEALA767

  Compare connotations of synonyms and antonyms in English and home language, referring to a dictionary or thesaurus in each language

  Elaborations

  • using a bilingual dictionary, thesaurus or online tool to search for synonyms and antonyms for a known word in one language
  • crosschecking meaning in home language and English to confirm accurate choice of vocabulary
  • contributing to class word lists with vocabulary found using dictionaries and other resources

  VCEALA767 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA684

  Clarify in home language to check understanding

  Elaborations

  • seeking clarification from home language peers about new vocabulary and concepts
  • referring to home language or bilingual glossaries, dictionaries or online translation tools for explanation of new vocabulary and information
  • recording words and information in personal dictionaries or notes to indicate meaning, pronunciation and usage

  VCEALA684 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA640

  Show awareness of differences in text formats in English compared to home language

  Elaborations

  • comparing the purpose, structure and language used in related texts in English and home language, for example news reports about the same event
  • recognising different cultural ways of expressing meanings through text, for example differences in the structure of an argument or ways of presenting evidence

  VCEALA640 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA383

  Share ideas and feedback in home language

  Elaborations

  • formulating questions in home language or English to ask peers or teacher about the meaning of unfamiliar words
  • planning a text collaboratively by discussing ideas, structure and language with same language peers before writing
  • explaining feedback using home language in peer-editing activities

  VCEALA383 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA329

  Participate appropriately in social and learning situations

  Elaborations

  • applying conventions of interaction, such as conversational formulas, turn-taking, affirming, suggesting, discussing
  • participating in interactions by listening actively, responding to others and contributing information and ideas
  • negotiating meaning through use of gestures, modified speech, simple questions and clarifications

  VCEALA329 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA304

  Employ a range of strategies to understand new or unknown words

  Elaborations

  • referring to written resources such as bilingual dictionaries, charts or own spelling lists
  • recording a vocabulary list that includes English, home language and other details such as an image or phonetic pronunciation
  • writing notes in home language about meaning and pronunciation when encountering new words in texts

  VCEALA304 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALC570

  Read with understanding a range of simple texts based on predictable language structures and vocabulary

  Elaborations

  • reading a small range of familiar text types, such as simple recounts, narratives, procedures
  • applying subject knowledge and understanding of common or learnt vocabulary to understand the main meaning of a short text
  • sequencing information, summarising key points or representing information in a visual form

  VCEALC570 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALC741

  Justify a point of view to peers with increasing confidence

  Elaborations

  • rebutting or clarifying an argument, for example ‘No, I mean we should keep the forests to slow down the global warming’
  • using a range of expressions to structure a point of view, including conjunctions (‘because’, ‘so’), subjective language (‘I believe’) and objective language (‘Evidence shows …’)

  VCEALC741 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• VCEALC322

  Initiate and maintain short, structured social interactions with increasing fluency

  Elaborations

  • developing fluency in interactions with peers and familiar adults around personal and familiar topics such as introducing self
  • using simple conversation openers, turn-taking, leave-taking and social formulas such as ‘Excuse me’, ‘Can you please …?’, ‘Yes, thank you’
  • negotiating meaning through use of gestures, modified speech, simple questions and clarifications

  VCEALC322 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC545

  Negotiate transactions for different purposes

  Elaborations

  • engaging in transactions for a range or purposes, such as asking to borrow a book from the teacher, the library or a friend
  • using a small range of simple formulaic expressions to ask for repetition or rephrasing, such as ‘Please repeat’ and ‘What does it mean?’
  • using circumlocution (talking around a topic) when searching for the correct term

  VCEALC545 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCEALL475

  Create mood and feeling through the selection of appropriate vocabulary and idiom

  Elaborations

  • choosing vocabulary to express shades of meaning, for example choosing for effect ‘cloudy’, ‘gloomy’ or ‘bleak’
  • understanding differences between specialised and colloquial language, for example ‘feline’, ‘cat’ and ‘moggy’
  • using some idioms learnt from reading and viewing, in creative or personal writing

  VCEALL475 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL564

  Use words from lexical sets related to communicative need, interest, experience or learning

  Elaborations

  • recalling and applying a range of words related to familiar topics, such as words related to family, school, colours, numbers, days, months
  • using common synonyms (such as ‘hot’ and ‘warm’) and antonyms (such as ‘fast’ and ‘slow’) to communicate a range of meanings
  • connecting a small number of words from a lexical set, for example ‘soccer’, ‘ball’, ‘team’, ‘match’

  VCEALL564 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL793

  Use an expanded vocabulary appropriate for the curriculum area

  Elaborations

  • incorporating sophisticated vocabulary appropriate for the curriculum area, such as subject-specific terms, antonyms, synonyms, abstract nouns
  • distinguishing between different meanings for words in different contexts, for example ‘psychological complex’, ‘complex issue’, ‘complex sentence’ and ‘residential complex’ convincing scientific evidence supporting this theory …’

  VCEALL793 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL606

  Use grapho-phonic knowledge to attempt to spell unknown words

  Elaborations

  • spelling frequently used words and one- and two-syllable words with common patterns with reasonable accuracy
  • using knowledge of letter–sound relationships and common letter groups to attempt to spell new words, for example, ‘ake’ for ‘ache’, ‘meen’ for ‘mean’, ‘wierd’ for ‘weird’
  • referring to classroom charts and personal vocabulary lists to check or confirm spelling

  VCEALL606 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL419

  Assess the grammatical correctness of own utterances and attempt some self-correction

  Elaborations

  • noticing errors with pronunciation, vocabulary choice or grammar, and attempting to correct these
  • attending to the body language, facial expressions and speech of listeners to determine whether meaning has been understood
  • seeking assistance or feedback from speech partners to formulate or confirm corrected expressions

  VCEALL419 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALA412

  Use home language resources to develop English

  Elaborations

  • collaborating with home language peers to clarify new vocabulary and ideas, and formulate home language terms and definitions
  • referring to home language or bilingual texts such as glossaries, dictionaries or online translation tools for explanation and clarification of new vocabulary and information
  • recording words and information in personal dictionaries or notes, using a combination of English and home language to indicate meaning, pronunciation and usage

  VCEALA412 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA096

  Ask for translation of specific words 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
  • understanding responses from peers that combine function words and topic words in home language and English
  • recording translations of new words in personal vocabulary lists, including words and definitions in English and home language

  VCEALA096 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness