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• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B2 description

  The Level B2 curriculum develops students’ knowledge, understanding and skills in relation to their spoken English. Students learn to negotiate simple exchanges in English, combining their understanding of both verbal and non-verbal language. They refine and further develop a wide range of fundamental...

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

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B1 description

  The curriculum for Level B1 supports students to develop their communication skills both verbally and non-verbally. Students follow simple instructions, answer predictable questions, make basic requests and express needs simply. Through active participation in conversations, students learn about...

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

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

  The Level BL curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to initiate and sustain simple conversations with their peers. The curriculum covers grammatical rules that students begin...

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

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C2 description

  The Level C2 curriculum supports students to enhance their knowledge, understanding and skills in relation to spoken English. At this level, students learn to initiate and negotiate topics when speaking in English in a range of contexts. The curriculum focuses on pronunciation, stress and intonation...

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

• 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

• VCEALA143

  Demonstrate understanding that handwritten texts usually need to be planned, edited and presented

  Elaborations

  • using graphic organisers to develop a simple plan for writing
  • editing and re-drafting writing by using simple strategies
  • reading own writing aloud to check meaning
  • following feedback from teacher or peers to delete or add words to clarify meaning
  • correcting spelling with reference to word lists or dictionaries

  VCEALA143 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA300

  Create short, simple texts for particular purposes, with some support and modelling

  Elaborations

  • using learnt text structures or model texts to begin writing independently
  • creating simple responses to texts, for example replying to a letter or stating a personal opinion about an issue in a video clip
  • building on feedback from previous writing tasks to improve accuracy and extend sophistication in writing

  VCEALA300 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALC567

  Attempt to read familiar and unfamiliar texts with fluency

  Elaborations

  • understanding classroom labels such as those on lockers or desks, and signs around the school such as ‘front office’, ‘toilets’
  • reading a range of familiar and unfamiliar texts, such as own writing, peer’s writing, teacher’s writing
  • following simple print texts that are read aloud at a moderate pace

  VCEALC567 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALA592

  Use the features of simple text types appropriately

  Elaborations

  • using learnt text structures or model texts to begin writing independently, for example attempting to use past tense in a recount
  • using vocabulary items that are appropriate to the topic and text in shared writing

  VCEALA592 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALC058

  Illustrate a simple text

  Elaborations

  • illustrating a simple text to add detail, for example giving additional information about an experience, showing characters and settings in a story
  • writing a caption or label for an image
  • using drawings as a basis for oral explanations or captioning using simple writing

  VCEALC058 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Communication

• VCEALL538

  Use simple verbs

  Elaborations

  • using a small range of common verbs, for example ‘go’, ‘write’, ‘like’
  • forming simple past tense verbs some of the time by adding ‘–ed’, making some errors with irregular verbs (such as ‘goed’, ‘writed’

  VCEALL538 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL081

  Use some conventions for printed English

  Elaborations

  • using conventional pencil grip when forming letters and numbers
  • writing from left to right and top to bottom
  • leaving a space between words
  • using ruled lines to guide writing on the page

  VCEALL081 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 achievement standards - Reading and Viewing

  At Level A2 students read and respond to a wide range of familiar texts. These texts may be print or digital texts, including visual, multimodal or interactive texts.

  Students predict, ask questions, retell and talk about texts read and viewed in class. With support, they read a range of...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A2 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A1 description

  The Level A1 curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to participate in routine and familiar exchanges in English with their peers. As a result, they begin to recognise the ways...

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

• VCEALC216

  Copy words, phrases or sentences accurately and carefully

  Elaborations

  • tracing or copying letters, words and sentences written by the teacher
  • making corrections to own writing when copying text

  VCEALC216 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Communication

• VCEALC524

  Label familiar images and simple maps

  Elaborations

  • writing a caption for an image
  • copying and completing short, formulaic sentences to describe the images, such as ‘This is a …’

  VCEALC524 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Communication

• VCEALL791

  Use relative clauses and adjectival expressions for descriptive purposes

  Elaborations

  • writing relative clauses to add description, for example ‘The group, which consisted of four men and four women …’
  • writing complex adjectival phrases to describe concrete and abstract nouns in sentences, for example ‘The most reliable and efficient product on the market …’, ‘The convincing scientific evidence supporting this theory …’

  VCEALL791 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL078

  Use appropriate letter size, spacing and letter formation

  Elaborations

  • producing capital letters, lower-case letters and numbers consistently and legibly
  • writing repeated letters and numbers the same way, for example producing recognisable letters with some consistency when copying
  • writing from left to right and leaving spaces between groups of letters or between words

  VCEALL078 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL071

  Label drawings of everyday personal activities using language learnt in the classroom

  Elaborations

  • using drawings as a basis for oral explanations or captioning using simple writing, such as ‘live here’, ‘play’, ‘study’
  • writing the names of items depicted in images
  • copying and completing short, formulaic sentences to describe images, such as ‘This is a …’
  • choosing a sentence from a class text to use as a caption for an image

  VCEALL071 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALA301

  Contribute to shared simple brainstorming of ideas and identify relevant vocabulary to be incorporated into the written work

  Elaborations

  • suggesting new ideas that relate to the topic or section being discussed
  • suggesting vocabulary to use in shared writing, based on vocabulary lists, learnt vocabulary and own reading

  VCEALA301 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness