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• VCEALC402

  Participate in most social situations using English

  Elaborations

  • interacting with teacher in situations such as greeting, leave-taking, sharing a story or helping with a simple task
  • participating in social situations with other students such as conversations about personal experience or games in the schoolyard contributing to interactions in the classroom, including class discussions, group activities and pair work

  VCEALC402 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• VCEALC425

  Understand main ideas in a text and extract specific details

  Elaborations

  • skimming and scanning a text to identify the topic and extract specific details
  • finding answers to simple questions, such as ‘Where did …?’, ‘Who was the …?’
  • retelling a story through speech or writing, including giving characters and settings, and key events in the correct sequence

  VCEALC425 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCEALC611

  Participate in common school routines

  Elaborations

  • understanding common classroom language, including questions, instructions and basic information
  • following a short set of instructions in sequence, such as ‘Divide your page into two columns. Label the columns A and B. Then number the rows 1 to 20’
  • asking for clarification, for example ‘Do I number the rows like this?’

  VCEALC611 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | 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

• VCEALC653

  Write texts for social purposes

  Elaborations

  • writing a range of texts for social purposes related to familiar and imagined experiences, such as an invitation, online chat message
  • following structure and language in model texts and incorporating some creative features
  • incorporating a small range of language features including formulaic expressions and words and phrases learnt in different curriculum areas

  VCEALC653 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Communication

• VCEALC243

  Participate in extended conversations with reliance on other speakers to scaffold, interpret, clarify or elaborate

  Elaborations

  • seeking help or clarification from other speakers, for example through home language, gesture or rewording
  • responding with short or sometimes more extended responses, including answering questions, adding to other speakers’ points or giving personal opinions
  • borrowing key topic words and question structures to help formulate responses

  VCEALC243 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALC680

  Prepare and deliver an oral presentation, after modelling and support

  Elaborations

  • using specified criteria to plan, revise, rehearse and deliver a presentation
  • attending to multiple features of speech, including pronunciation, volume, pace, intonation
  • attending to non-verbal aspects of presentation such as maintaining eye contact with the audience or using body language for emphasis
  • creating and using memory aids such as palm cards or slides

  VCEALC680 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALC679

  Use available English repertoire to discuss and justify a point of view on a familiar topic

  Elaborations

  • using a range of expressions to structure a point of view, including conjunctions (‘because’), subjective language (‘I think’) and some objective language (‘It is clear that …’)
  • using a range of learnt subject-specific vocabulary when giving detail about a topic

  VCEALC679 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALL107

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

  Elaborations

  • recognising familiar and learnt vocabulary in short spoken texts
  • understanding key information in short texts about a topic studied in class, and responding to questions, such as naming characters from a story, identifying an animal illustration based on a description
  • using contextual information, including images, word lists or print texts, to identify key words and ideas

  VCEALL107 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL479

  Gather and present information both in text and visually using an appropriate software application

  Elaborations

  • typing original or copied texts accurately, including a range of punctuation and symbols
  • using more advanced writing and formatting functions in software applications, such as spellchecker, font styles and paragraph formatting
  • using functions to format and edit images and tables, with guidance

  VCEALL479 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL159

  Spell with accuracy familiar words and words with common letter patterns

  Elaborations

  • spelling high-frequency words correctly, including words with regular and irregular spelling components
  • spelling one- and two-syllable words with common letter patterns
  • using sound or visual features of words to attempt own spelling, such as ‘vae’ for ‘very’, ‘ar’ for ‘are’, ‘perpl’ for ‘purple’

  VCEALL159 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL392

  Use simple extended descriptive phrases

  Elaborations

  • constructing noun phrases, such as ‘big, black pet dog’, using a narrow range of vocabulary including concrete key nouns (‘dog’, ‘book’, ‘sister’), describers (‘big’, ‘black’, ‘old’) and classifiers (‘pet’, ‘wild’, ‘fiction’)
  • using common or familiar comparative constructions, such as ‘the same as’, ‘bigger than’

  VCEALL392 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL751

  Formulate extended statements with increasing control over grammatical features

  Elaborations

  • formulating extended utterances for a range of purposes, such as making statements, giving instructions, asking questions
  • expanding the detail in statements using a range of grammatical features, including adverbs, noun groups and more complex verb phrases, for example ‘I eventually finished reading that very interesting and sometimes challenging book’

  VCEALL751 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL672

  Develop a small range of skills to create and navigate simple digital texts

  Elaborations

  • typing short original texts using letters, common punctuation and symbols
  • editing texts in simple ways, including deleting or inserting words
  • using functions such as zoom or search to read text on a screen
  • following step-by-step instructions to navigate a digital text using menu items or links

  VCEALL672 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL076

  Write some high-frequency words related to personal experience and school context

  Elaborations

  • writing some high-frequency words accurately from memory, including own name and short words used regularly such as ‘it’, ‘my’, ‘we’
  • referring to classroom charts and personal vocabulary lists to check and confirm the spelling of high-frequency words
  • recording high-frequency words in a personal vocabulary list

  VCEALL076 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL662

  Organise the content of a topic at paragraph level, with teacher guidance, to reflect given or new information

  Elaborations

  • following a model text or scaffold for paragraph structure, for example including a topic sentence, main idea, elaboration and summary
  • writing a simple topic sentence introducing and sequencing the key idea of the paragraph, for example ‘Another main reason to ban cars is …’

  VCEALL662 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL027

  Imitate pronunciation, stress and intonation patterns

  Elaborations

  • imitating and rehearsing pronunciation, stress and intonation patterns used by the teacher and peers, such as in stories, songs, rhymes
  • developing accurate pronunciation, stress and intonation for a small range of familiar and commonly used words and phrases, including personal language, classroom language, social formulas

  VCEALL027 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL254

  Use a range of learnt word patterns for appropriate purposes

  Elaborations

  • using formulas for a range of purposes, including asking questions, supporting social interaction or self-expression, such as ‘What’s the time?’, ‘Oh, no!’, ‘Excellent work’, ‘Well done’
  • using longer formulaic constructions to articulate needs, such as ‘Can I eat lunch?’, ‘I want to go toilet’

  VCEALL254 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL772

  Understand a range of verb forms in particular text types

  Elaborations

  • understanding complex verb groups, including elaborated tenses (such as ‘had not realised’), extended verb groups (such as ‘did not expect to be found’) and modality (such as ‘need to consider’)
  • recognising verb forms that are used in particular text types, such as passive voice in procedural recounts

  VCEALL772 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL790

  Demonstrate control of a wide range of verb forms

  Elaborations

  • controlling a wide range of tenses
  • attempting complex verb groups incorporating multiple elements such as time and negatives, for example ‘I guess you are not planning to go’
  • using modal verbs, including with complex tenses, such as ‘They should not have to go’, ‘This needs to be considered’

  VCEALL790 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features