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• VCEALA191

  Show awareness that texts convey meaning

  Elaborations

  • understanding that print words contain a consistent message
  • understanding that different texts have different purposes, including picture books, class writing, diaries
  • identifying a familiar book or text that contains a particular message, for example when asked ‘Which book told us about the rainforest?

  VCEALA191 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC481

  Negotiate meaning with supportive conversation partners

  Elaborations

  • asking for repetition or rephrasing of English instructions, explanations and questions
  • using some social formulas, such as ‘please’, ‘thank you’, to aid transactions
  • using circumlocution (talking around a topic) to support developing vocabulary

  VCEALC481 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALL443

  Follow the meaning of complex sentence patterns

  Elaborations

  • reordering a jumbled sentence so that it makes sense
  • explaining the meaning of a complex sentence, for example the sentence ‘He heard the explosion that wrecked the car’ might be explained as ‘The car exploded, and the man heard it happen’

  VCEALL443 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL111

  Employ communicative strategies to enhance meaning

  Elaborations

  • developing accurate pronunciation and fluency based on modelling in a range of familiar interactions using personal language and classroom language
  • using stress or intonation appropriately in common utterances, for example using rising intonation when asking questions, stressing key words in short utterances
  • expressing emotions through intonation, for example surprise, frustration
  • using body language, facial expression and gesture to enhance the meaning of speech, for example nodding, pointing

  VCEALL111 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALA093

  Use a small range of strategies to negotiate meaning in conversation

  Elaborations

  • seeking help or clarification from other speakers, for example through home language, gesture, rewording
  • interrupting to ask a speaker to repeat or speak slowly, such as by asking ‘Say again, please’
  • using some social formulas when asking for clarification, such as ‘Please’, ‘Excuse me’
  • composing simple requests to ask for clarification, for example ‘Please repeat’, ‘What means …?’
  • referring to the speaker’s key words when asking for clarification, for example Teacher: ‘Get your stationery’, Student: ‘What is stationery?’

  VCEALA093 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC004

  Question to check meaning so as to clarify or confirm

  Elaborations

  • checking understanding of simple, familiar instructions and routines, for example Teacher: ‘It’s playtime.’ Student: ‘Go outside?’
  • using learnt social formulas, such as ‘please’ and ‘thank you’, when asking questions
  • using simple formulaic expressions to make requests or ask questions, for example ‘Please say again’, ‘What is that?’
  • listening to and using speaker’s key words when asking for clarification, for example Teacher: ‘Paste it in your book.’ Student: ‘Language book?’
  • supplementing spoken requests with gesture and mime

  VCEALC004 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALL713

  Use contextual cues to infer the meaning of unknown words

  Elaborations

  • using existing vocabulary knowledge to predict the meaning of compound words (such as ‘daydream’) or words with familiar base words (such as ‘unbroken’)
  • using information in the text, such as images, headings or adjacent sentences, to deduce meanings
  • inferring the meaning of unfamiliar words and reading on to maintain fluency, and then checking new words in a dictionary after reading

  VCEALL713 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL421

  Employ a range of vocabulary to convey shades of meaning

  Elaborations

  • using a range of vocabulary to convey shades of meaning in conversations or presentations, such as ‘good’, ‘fine’, ‘terrific’, ‘excellent’
  • incorporating vocabulary learnt from classroom activities and texts

  VCEALL421 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL756

  Use pronunciation, intonation, volume and stress to support meaning

  Elaborations

  • modelling intonation, volume, stress and pacing on the speech of others such as teachers, peers, performers or presenters
  • adjusting features of speech to support and convey meaning, such as modifying mood in storytelling or giving emphasis in persuasive speech
  • using intonation, volume and stress to emphasise an opinion or emotion, such as ‘That is NOT what happened’

  VCEALL756 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL520

  Group familiar words according to their meaning or subject matter

  Elaborations

  • categorising words based on similarities and differences in meaning or topic

  VCEALL520 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL628

  Use familiar vocabulary to convey shades of meaning

  Elaborations

  • using a range of familiar vocabulary to convey shades of meaning, such as ‘good’, ‘fine’, ‘terrific’, ‘wonderful’, ‘excellent’
  • using subject-related synonyms and antonyms (such as ‘hot’, ‘warm’, ‘cool’, ‘cold’ and ‘quick’, ‘fast’, ‘slow’) to extend meaning in spoken texts

  VCEALL628 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL603

  Use basic qualifiers and quantifiers to express a range of meaning

  Elaborations

  • using basic qualifiers to express degrees of meaning, such as ‘very’, ‘a little’
  • using a small range of quantifiers to express amounts, such as ‘some’, ‘all’

  VCEALL603 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL755

  Use words with multiple meanings across curriculum areas

  Elaborations

  • using a range of vocabulary learnt from different curriculum areas in spoken texts, such as discussions, presentations
  • using different specialist and everyday meanings of words, such as using ‘state’ in reference to a territory, a state of matter and a state of affairs

  VCEALL755 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALA116

  Understand how different types of images in texts contribute to meaning

  Elaborations

  • reading and viewing a range of factual and imaginative texts incorporating images, for example an illustrated story, report with diagrams, short documentary, infographic poster
  • using images on book covers or within the text to predict content
  • making connections between images and print text, for example matching a character’s name to an image, finding the name of a country on a map

  VCEALA116 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA641

  Check and/or confirm the meaning of unfamiliar words using a bilingual dictionary

  Elaborations

  • using a bilingual dictionary to find an English equivalent for a word known in home language, or vice versa
  • recording spelling, meaning and translations of new words in a personal vocabulary list

  VCEALA641 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA747

  Compare and contrast different ways of communicating meanings in home language and English

  Elaborations

  • discussing similarities and differences in text structure grammar, idiom and cultural meanings
  • sharing observations about similarities and differences between home language and English

  VCEALA747 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA382

  Draft a piece of writing focusing on meaning, and revise after rereading or discussion

  Elaborations

  • drafting based on a plan showing text organisation and sequence of ideas
  • reading aloud to self or partner to check meaning and comprehensibility
  • adding or deleting ideas, and correcting simple errors in spelling and punctuation after rereading or discussion with peers or teacher

  VCEALA382 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALC164

  Ask for repetition or ask questions to check meaning or elicit help

  Elaborations

  • using simple formulaic expressions to make requests or ask questions, for example ‘Please say again’, ‘What is that?’
  • listening to and using speaker’s key words when asking for clarification, for example ‘What means “sibling”?

  VCEALC164 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALC323

  Ask speaker to repeat or speak slowly, or ask what a word means

  Elaborations

  • using simple formulaic expressions to ask the speaker to repeat or speak slowly, for example ‘Please say that again’, ‘Please say it slowly’
  • generating a range of simple expressions to ask the meaning of a word, such as ‘What you mean?’, ‘What means “festival”?’, ‘What “dog”?’

  VCEALC323 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC486

  Express personal meanings non-verbally or using simple language

  Elaborations

  • showing personal non-verbal responses to oral texts, such as indicating a positive or negative reaction by smiling, nodding or pointing
  • beginning to use common expressions of opinion, for example ‘I think’, ‘I like’
  • using simple vocabulary to express personal needs and wants, such as ‘hungry’, ‘help’

  VCEALC486 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication