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• VCEALA066

  Clarify the meaning of a word in home language and ask for the word to be written so it can be copied

  Elaborations

  • talking to home language peers to explain the idea in home language and ask for a translation into English
  • asking peers or the teacher to write the word in English after hearing the translation

  VCEALA066 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALA196

  Use simple dictionaries and word charts

  Elaborations

  • referring to picture dictionaries or bilingual dictionaries in the classroom to check meaning or spelling
  • using words from classroom vocabulary charts when speaking or writing

  VCEALA196 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA781

  Plan and draft text independently and through group activities

  Elaborations

  • planning the content and structure of a text based on model texts or templates
  • drafting writing based on a plan, with reference to learnt text structures, grammar and vocabulary

  VCEALA781 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Cultural and Plurilingual Awareness

• VCEALC215

  Draw pictures to communicate activities or events and orally dictate sentences for the teacher to record

  Elaborations

  • drawing pictures with some detail of the participants, location and actions of an event
  • orally recounting personal experiences in sequence, with a small amount of detail, for the teacher to write

  VCEALC215 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Communication

• VCEALL664

  Use mostly standard word order

  Elaborations

  • constructing short sentences with standard word order
  • writing different sentence types in appropriate contexts, for example statements to answer questions, commands in instructional texts

  VCEALL664 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL540

  Use simple topic-specific vocabulary encountered in classroom activities

  Elaborations

  • referring to classroom charts and personal vocabulary lists to select vocabulary for writing
  • using learnt topic-specific vocabulary in simple modelled sentences

  VCEALL540 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL534

  Use repetitive or modelled sentences with information about self and experiences

  Elaborations

  • relying on familiar sentence structures and filling in personal details, such as ‘My name is ...’, ‘On the weekend I …’
  • using the same expression in writing as in speech

  VCEALL534 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL235

  Use topic-specific vocabulary encountered in classroom activities

  Elaborations

  • referring to classroom charts and personal vocabulary lists to select vocabulary for writing
  • using learnt topic-specific vocabulary in simple modelled sentences

  VCEALL235 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

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

  At Level CL students read and complete simple, structured activities around a wide range of familiar, short, simple texts that use repetitive structures and features and are strongly supported by illustrations. These texts may be print or digital texts, including handwritten, visual, multimodal...

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

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

  The Level CL 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. The curriculum covers the practising of pronunciation...

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

• VCEALA147

  Show interest in patterns of spelling

  Elaborations

  • asking how to write new words
  • noticing similar spelling patterns, for example words that contain the same letter combinations, such as ‘find’ and ‘finger’; ‘air’ and ‘chair’
  • comparing words in English with home language forms and meanings

  VCEALA147 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA532

  Use home language and/or mime to seek assistance from teachers or peers with an English word or phrase

  Elaborations

  • miming actions or showing an image to explain the meaning of the word sought in English
  • talking to language peers to explain the idea in home language and ask for a translation into English
  • asking peers or the teacher to write the word in English after hearing the translation

  VCEALA532 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Cultural and Plurilingual Awareness

• VCEALA040

  Use simple dictionaries and word charts

  Elaborations

  • referring to picture dictionaries or bilingual dictionaries in the classroom to check meaning or spelling
  • using words from classroom vocabulary charts when speaking or writing
  • keeping copies of vocabulary charts that include images, English and home language

  VCEALA040 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA062

  Contribute ideas, words or sentences to a class or group shared story

  Elaborations

  • listening to the contributions of others and adding new or different ideas
  • making suggestions about the ideas to include in the text, for example the people and events to be included
  • drawing on familiar vocabulary and sentence structures to suggest expressions for shared writing

  VCEALA062 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALC714

  Use visual stimuli to convey information

  Elaborations

  • presenting information in a range of visual forms, such as diagrams, graphs, maps
  • writing a caption or labels to describe an image
  • using software applications to create and format tables, graphs or images

  VCEALC714 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Communication

• VCEALC351

  Contribute to group activities on shared texts

  Elaborations

  • listening to group discussion, contributing relevant ideas and negotiating responses to the group activity
  • creating shared responses to the text, for example answering questions or jointly writing a short extension to a story

  VCEALC351 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Communication

• VCEALC636

  Respond to creative texts, showing a developing understanding of key events, characters and issues

  Elaborations

  • responding to a small range of creative texts, such as poems, short stories, films, songs
  • drawing on personal experience and knowledge of other texts to make inferences
  • describing the feelings of a character through writing, illustration or role-play

  VCEALC636 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Communication

• VCEALC267

  Follow simple written instructions and questions with support

  Elaborations

  • following simple written instructions or questions, for example ‘Open the book to this page’
  • responding to familiar, simple written instructions or questions, such as ‘Write your name’, ‘How old are you?’

  VCEALC267 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Communication

• VCEALC187

  Answer simple written questions with support

  Elaborations

  • responding to simple, familiar questions or instructions read aloud by the teacher, for example ‘Point to the one with a tail’
  • write simple answers to questions, with support, for example dictating a short answer to the teacher and copying what the teacher has scribed

  VCEALC187 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Communication

• VCEALC503

  Read short, familiar texts

  Elaborations

  • identifying letters, numbers, words and logos on signs and labels
  • reading aloud short passages from own writing, texts written by a teacher, or a familiar text used in class

  VCEALC503 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication