Search results

Result list

• 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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Speaking and Listening

  At Level B2 students communicate and learn English in predictable social and learning situations, understanding some de-contextualised English and expressing simple messages in basic English. They negotiate simple transactions and ask and answer basic questions on familiar topics, using familiar...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Speaking and Listening

• VCEALC348

  Follow simple instructions and questions in print or digital texts

  Elaborations

  • following simple print or digital instructions, such as ‘Fill the …’, ‘Measure the …’, ‘Record the …’
  • answering simple print or digital questions such as ‘How many …?’

  VCEALC348 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Communication

• VCEALL182

  Use comprehensible pronunciation for familiar words

  Elaborations

  • imitating and rehearsing pronunciation for familiar and commonly used words
  • accurately pronouncing a small range of familiar words, including personal language, classroom language and some basic topic vocabulary

  VCEALL182 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B1 achievement standards - Speaking and Listening

  At Level B1 students communicate verbally and non-verbally in routine social and classroom situations, understanding controlled English that is supported by its immediate context. They use formulas, well-rehearsed and common sentence patterns, and short, simple utterances to contribute relatively...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Speaking and Listening

• VCEALL585

  Pronounce a range of words comprehensibly based on knowledge of vocabulary and letter–sound relationships

  Elaborations

  • pronouncing accurately and reading fluently basic vocabulary or phrases
  • sounding out letters and letter combinations when reading unfamiliar words

  VCEALL585 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL262

  Use comprehensible pronunciation for a range of high-frequency words learnt in class

  Elaborations

  • developing comprehensible pronunciation through imitation and rehearsal
  • accurately pronouncing a range of high-frequency words used in classroom instructions, texts and interactions

  VCEALL262 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B3 achievement standards - Reading and Viewing

  At Level B3 students read for a range of purposes and identify main ideas and specific information in classroom texts. These texts may be print or digital, including visual, multimodal and interactive.

  Students demonstrate understanding of the main storyline and most key information when...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B3 | Reading and Viewing

• VCEALC485

  Interact simply with peers in group work activities

  Elaborations

  • responding verbally and non-verbally
  • responding to direct questions with brief and relevant answers

  VCEALC485 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level BL achievement standards - Speaking and Listening

  At Level BL students communicate simply but effectively in familiar, social and classroom contexts, using simple formulaic and some creative structures. They learn through English that is well supported by context. They contribute relatively complex ideas through simple English, and use simple...

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

• VCEALA008

  Understand when a response is required and attempt to respond using either known words or non-verbal language

  Elaborations

  • responding appropriately to comments with simple non-verbal language, or indicating non-comprehension, such as by smiling when greeted, shaking or nodding head in response to questions
  • indicating agreement or non-agreement through body language or simple utterances such as ‘yes’ or ‘no’
  • giving simple, short responses to familiar questions, for example ‘My name is …’

  VCEALA008 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC002

  Respond simply to questions and prompts

  Elaborations

  • recognising familiar question stem words such as ‘Who’, ‘Where’, ‘Do’
  • understanding common or personal questions, for example ‘How old are you?’, ‘What sports do you like?’
  • giving simple responses, such as nodding, ‘yes’, ‘no’, short learnt phrases
  • responding to questions with a single word or phrase but making longer utterances by substituting words in known sentence patterns
  • expanding on basic personal information when prompted, supported and given adequate time, such as ‘My name is ...’, ‘I come from …’
  • borrowing and adapting key words from questions, for example by reordering, as in Teacher: ‘Are you finished, Ali?’ Student: ‘Ali finished’

  VCEALC002 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• 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

• VCEALA272

  Identify basic purposes and likely audiences of different text types

  Elaborations

  • answering simple questions about the text, such as ‘Would this text be more useful for a parent or a child?’

  VCEALA272 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC426

  Interpret and explain information from a range of images in text

  Elaborations

  • interpreting a bar graph to identify the highest and lowest results
  • answering questions about a labelled diagram

  VCEALC426 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCEALL282

  Use some of the terminology of reading

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • identifying features of a text in answer to questions such as ‘Who is the author of this book?’

  VCEALL282 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALC270

  Participate in simple group activities on shared texts, with some support

  Elaborations

  • joining group discussions by listening to other students and giving brief, relevant responses to questions
  • responding to the text, for example illustrating a section or answering questions about a text

  VCEALC270 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Communication

• VCEALL581

  Recognise and follow common imperatives

  Elaborations

  • recognising and following classroom instructions containing familiar imperatives, for example ‘read’, ‘answer’, ‘find out’, ‘complete’
  • following simple sets of instructions, for example ‘Read page one. Answer the set question’

  VCEALL581 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALC569

  Demonstrate understanding by performing a task

  Elaborations

  • following print instructions to conduct a simple task or experiment
  • dramatising or drawing parts of a story
  • answering simple questions, indicating true/false statements or sequencing information

  VCEALC569 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALC189

  Make simple predictions or inferences about a text, with support

  Elaborations

  • answering simple questions predicting events in a familiar text, for example ‘Where will they go next?’
  • matching words that describe emotions with images in a book, for example ‘happy’, ‘sad’

  VCEALC189 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Communication