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• VCEALC321

  Demonstrate independence in extended conversations

  Elaborations

  • contributing ideas and information to extend the conversation and make connections to other speakers
  • asking questions for clarification or elaboration of ideas
  • giving personal opinion, such as agreement or disagreement with a point

  VCEALC321 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC405

  Understand increasingly de-contextualised and more complex spoken language

  Elaborations

  • understanding teacher questions on familiar topics or themes and responding appropriately
  • comprehending most spoken information without support
  • preparing and presenting a short talk to a group or the class

  VCEALC405 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• VCEALC505

  Identify some familiar words in different contexts

  Elaborations

  • identifying familiar information in a text, for example recognising friends’ names on worksheets or belongings
  • locating specific words or information in a text, using questions or prompts as guidance

  VCEALC505 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALC404

  Initiate and participate in casual exchanges and in learning contexts

  Elaborations

  • initiating exchanges in social and learning contexts, for example by asking a question or offering a suggestion
  • listening to other speakers in order to respond to or build on their contributions with relevant ideas

  VCEALC404 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• VCEALC678

  Contribute to effective group work

  Elaborations

  • contributing to the group by clarifying task goals, negotiating roles, requesting and responding to opinions, and suggesting action
  • negotiating meaning by rephrasing, clarifying and asking questions

  VCEALC678 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALC162

  Demonstrate listening behaviour, attending to tone and intonation

  Elaborations

  • using some appropriate body language, such as nodding or facial expressions, when listening
  • using tone and intonation to distinguish between statements and questions

  VCEALC162 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | 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

• VCEALL625

  Use subject–verb–object pronoun pattern correctly

  Elaborations

  • constructing an expanding range of statements, questions and commands with accuracy
  • using pronouns accurately as subjects and objects, such as ‘John saw her. She saw John’

  VCEALL625 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL452

  Vary speech to add meaning to texts when reading aloud

  Elaborations

  • using intonation and emphasis to highlight different features of text, for example questions, opinion or dialogue
  • rereading sections of text and rehearsing reading aloud to improve fluency and understanding

  VCEALL452 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• 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

• VCEALL102

  Apply some grammatical rules but may overgeneralise for irregular forms

  Elaborations

  • expressing simple questions mostly accurately, including ‘wh–’ questions such as ‘Where did you live before?’ or yes/no questions such as ‘Is that my book?’
  • expressing statements and commands mostly accurately, such as ‘She went home’, ‘Please give it to me’
  • using correct verb and noun endings with some consistency, such as ‘–ing’, ‘–ed’, ‘–s’
  • overgeneralising some rules, such as formation of plurals (for example ‘mouses’) and past tenses (for example ‘swimmed’, ‘buyed’)
  • understanding some common phrases or clauses in both their full and contracted forms, such as ‘I’m’ and ‘I am’; ‘you’re’ and ‘you are’

  VCEALL102 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALA433

  Identify unfamiliar cultural references

  Elaborations

  • comparing to previous experience or learning, for example ‘It’s different to my culture’ or ‘This is only in Australia’
  • asking questions about unfamiliar word and ideas, for example ‘What’s a bunyip?

  VCEALA433 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA014

  Check understanding of classroom conversations or instructions by asking other home language speakers to clarify

  Elaborations

  • asking questions about classroom activities and topics in home language
  • seeking instructions from same language peers before beginning classroom tasks
  • understanding responses from peers that combine elements of English, home language and gesture

  VCEALA014 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA172

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

  Elaborations

  • asking questions in home language about classroom activities and topics
  • seeking instructions from same language peers before beginning classroom tasks
  • understanding responses from peers that combine elements of English, home language and gesture

  VCEALA172 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA745

  Discuss a point of language

  Elaborations

  • asking questions about points of grammar, such as ‘Why is it “the car door” and not “the car’s door”?’
  • comparing similarities and differences between home language and English, such as text structure, grammar, cultural meanings

  VCEALA745 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA617

  Interact effectively with some confidence with a range of interlocutors

  Elaborations

  • interacting in a diverse range of situations, such as when using public transport, purchasing lunch at the canteen, asking questions during excursions
  • formulating relevant responses, using appropriate vocabulary and expression

  VCEALA617 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA248

  Speak or listen appropriately during class interactions

  Elaborations

  • displaying appropriate listening behaviours, such as attentive posture, appropriate facial expressions and gestures
  • attending to the expressions of other speakers and incorporating cues such as questions or key words in own responses

  VCEALA248 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC676

  Interpret the main idea in texts, with some support

  Elaborations

  • identifying the main idea based on organisational features of a specific text, such as the introduction or the conclusion in an essay
  • identifying key points and learnt topic vocabulary
  • using support to identify the main idea, such as prepared questions or background information

  VCEALC676 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALC739

  Extract key information or ideas from a variety of texts across the curriculum areas, with reduced support

  Elaborations

  • accessing and comprehending a range of cross-curricular texts, such as a guest speaker’s talk, a short film, a podcast
  • using reduced support, for example broad headings rather than topic-specific questions

  VCEALC739 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• VCEALC674

  Negotiate with peers and teachers in familiar informal and formal classroom situations

  Elaborations

  • negotiating with peers or teachers in a range of situations, such as when planning a project or exchanging information
  • asking clarifying questions in a variety of forms, such as ‘Do you mean that …?’, ‘Could you please explain …?’

  VCEALC674 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication