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• VCEALA780

  Understand how writing contexts, audience and purpose influence function and form

  Elaborations

  • choosing from a repertoire of text types to communicate a message clearly, for example writing an analytical essay or creating a short slideshow to explain an issue to the class
  • identifying the context, purpose and audience for a text when planning and drafting
  • choosing and sustaining appropriate language for the audience and purpose, for example using a formal register for an intended academic audience

  VCEALA780 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Cultural and Plurilingual Awareness

• VCEALA222

  Rewrite following explicit correction

  Elaborations

  • copying out a corrected version of own text, for example with corrected spelling or capital letters
  • attempting to self-correct by copying spelling or sentences from classroom texts

  VCEALA222 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA122

  Relate something from a text to own experience

  Elaborations

  • identifying with characters in a story
  • recounting a similar experience to that of the character, for example ‘That happened to me once, when …’
  • describing similarities and differences in the setting of a narrative and own experience

  VCEALA122 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA221

  Contribute ideas to shared writing activities

  Elaborations

  • making suggestions about the ideas to include in the text, for example the people and events
  • drawing on familiar vocabulary and sentence structures to suggest expressions for shared writing

  VCEALA221 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA489

  Employ non-verbal strategies in interactions

  Elaborations

  • using strategies such as appropriate eye contact, facial expressions or gestures to support communication
  • attending to features that indicate the listener’s engagement, such as eye contact, facial expressions and body language

  VCEALA489 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA273

  Respond to familiar and new content in texts

  Elaborations

  • engaging with texts about ideas and events from different places, times and cultures
  • making connections between texts and personal experience, such as identifying events that are familiar or new
  • expressing a personal response to cultural ideas in texts

  VCEALA273 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA464

  Draw on home language resources to communicate more complex ideas

  Elaborations

  • using quotations or specific vocabulary translated from home language to emphasise a point
  • translating and explaining cultural ideas from home language into English
  • asking for assistance from language peers to contribute translations and related ideas for a home language term or expression

  VCEALA464 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALA278

  Relate aspects of a narrative to own experience

  Elaborations

  • recounting a similar experience to that of the character, for example ‘That happened to me once, when …’
  • describing similarities and differences in the setting of a narrative and own experience

  VCEALA278 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA574

  Select suitable books to read

  Elaborations

  • skimming part of a book to check for familiar language and ideas, illustrations and amount of print, before making a selection
  • comparing books with those previously read, in order to predict the suitability of topic, language, length and structure

  VCEALA574 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA431

  Understand the connection between text purpose and structure

  Elaborations

  • sorting and sequencing labels for the stages of different learnt texts, such as procedures and explanations
  • completing a table or Venn diagram to compare the features of two text types, for example a narrative and a blog

  VCEALA431 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | 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

• VCEALA274

  Select suitable books to read

  Elaborations

  • skimming part of a book to check for familiar English content, images, size, amount of print and layout, before making a selection
  • comparing books with those previously read, in order to predict the suitability of topic, language, length and structure

  VCEALA274 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | 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

• VCEALA435

  Compare and contrast aspects of a text in English with a comparable home language text

  Elaborations

  • completing a Venn diagram or table with features of an English text and a home language text
  • identifying parts of an English text and a home language text that help achieve a purpose, for example by answering ‘Which parts of each text tell you when the events happened?’

  VCEALA435 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA573

  Identify the basic purposes and audiences of different print and digital news media texts

  Elaborations

  • categorising texts as fiction and non-fiction
  • suggesting the purpose and audience of a range of common news media texts, such as websites, news reports, opinion columns, persuasive letters
  • recognising the function of features of an instructional text, such as a title, illustrations, imperative verbs

  VCEALA573 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA552

  Respond appropriately in a range of commonly encountered situations using short, familiar formulas or expressions

  Elaborations

  • using a range of common greetings and responses, such as ‘How are you today?’, ‘Fine’, ‘Good, thanks’
  • modifying speech for different audiences, such as greeting a teacher differently than a friend

  VCEALA552 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA226

  Initiate and practise writing tasks

  Elaborations

  • copying words from everyday signs and labels, or practising tracing and writing letters, words or numbers, from charts or an alphabet strip

  VCEALA226 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA575

  Compare or contrast texts in English to texts in other languages

  Elaborations

  • comparing the purpose, structure and language of cultural texts, for example comparing a Dreamtime story to a folk story from another culture
  • comparing the structure and conventions of texts used in class to texts in other languages, for example stories in two languages

  VCEALA575 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA012

  Distinguish English from other languages

  Elaborations

  • recognising the sounds and words of English when being spoken to
  • assessing which language(s) the speaker knows, and responding using shared repertoire

  VCEALA012 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA746

  Use home language resources to develop English

  Elaborations

  • collaborating with same language peers to clarify new vocabulary and ideas, and formulate home language terms and definitions
  • referring to home language or bilingual glossaries, dictionaries, thesauruses 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

  VCEALA746 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Cultural and Plurilingual Awareness