Search results

Result list

• VCEALC677

  Listen for specific information, using question, preview and prediction strategies

  Elaborations

  • identifying key words based on learnt vocabulary and words used in questions
  • using support materials such as questions or print text excerpts to identify key words and sequence of information

  VCEALC677 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALC735

  Participate in conversations with fluent speakers that involve changes of topic and register

  Elaborations

  • participating in conversations with a range of people such as peers, teachers and visitors
  • talking about a range of topics, such as personal stories or discussions about school
  • negotiating changes in register, for example changing from talking about a classroom topic to making a request

  VCEALC735 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• 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

• VCEALC551

  Contribute to a short dialogue or classroom interaction on a familiar topic

  Elaborations

  • using familiar and rehearsed responses for common interactions
  • developing fluency in familiar situations (such as introducing self) and adapting responses to altered situations (such as introducing a friend)

  VCEALC551 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• 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

• VCEALC188

  Give a personal response to a text

  Elaborations

  • expressing a simple opinion on a text, for example indicating like or dislike of a character, or pointing out a favourite image or page

  VCEALC188 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Communication

• VCEALC324

  Comprehend social English in most familiar contexts, and use conversation partners to support understanding

  Elaborations

  • using support from conversation partners, including gestures, modified speech, provision of wait-time
  • repeating and adapting another speaker’s words to formulate responses, such as Student 1: ‘Where did you plant the seeds?’ Student 2: ‘Plant the seeds in a pot’

  VCEALC324 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC266

  Acquire some information from a small range of images

  Elaborations

  • locating city or country names on a simple map
  • using pictures to predict the events in a narrative
  • using images, diagrams, graphs and tables to predict the content of a factual text

  VCEALC266 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Communication

• VCEALC298

  Write simple imaginative or personal texts modelled on familiar forms and repetitive patterns

  Elaborations

  • following the structure of model texts, such as the use of a greeting, sequence of events and reflection in a diary
  • writing imaginative texts adapted from or in response to classroom texts, for example a story with an alternative setting or ending

  VCEALC298 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Communication

• VCEALC241

  Interact and respond appropriately verbally and non-verbally in simple conversations with teacher or peers

  Elaborations

  • indicating agreement or non-agreement through body language such as nodding or shaking the head, or formulaic speech such as ‘I agree’, ‘I don’t think so’
  • using some culturally appropriate conventions such as ‘Excuse me’, ‘Please …’, ‘Thank you’
  • borrowing words from the question, for example Teacher: ‘What is your hobby?’ Student: ‘My hobby is …’

  VCEALC241 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALC634

  Locate specific information in fictional and factual texts using guide questions

  Elaborations

  • locating specific information in factual print texts by using organisational features such as headings or topic sentences
  • retelling ideas or events from familiar texts in response to guide questions
  • making connections between ideas stated directly and close together; for example predicting the ending, linking a diagram and label, linking simple cause and effect

  VCEALC634 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Communication

• VCEALC403

  Self-correct or reformulate language to convey meaning more clearly

  Elaborations

  • attending to the responses of listeners, such as body language, facial expressions or verbal feedback to judge whether clarification is needed
  • clarifying meaning, for example ‘I mean …’

  VCEALC403 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | 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

• VCEALC214

  Use drawings, symbols, strings of letters and some words in own written work

  Elaborations

  • writing familiar words and strings of letters that approximate the pronunciation of words
  • using drawings as a basis for oral explanations or captioning using simple writing

  VCEALC214 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Communication

• VCEALC297

  Write ‘real world’ texts

  Elaborations

  • making a list of items to take on excursion, using the names of familiar objects
  • writing a letter introducing themselves, using some formulaic expressions such as ‘Dear …’, ‘I live in …’
  • writing a simple story to share with the class, based on listening to a story told at home

  VCEALC297 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Communication

• VCEALC346

  Identify the main idea in short texts using guide questions

  Elaborations

  • identifying key words in questions and finding them in the text
  • identifying key words from headings or topic sentences in order to extract key information from a factual text

  VCEALC346 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Communication

• VCEALC428

  Express a personal response to a small range of imaginative texts

  Elaborations

  • responding to a small range of creative texts, such as poems, short stories, films or songs
  • making a connection between the text and personal experience

  VCEALC428 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCEALC088

  Follow a short sequence of instructions related to classroom procedures or learning activities

  Elaborations

  • following a range of classroom instructions, for example book borrowing procedures, rules for using computers
  • ordering information from a short spoken text using visual images
  • identifying key words and phrases that refer to known objects in the classroom or locations in the school
  • understanding common classroom action verbs such as ‘sit’, ‘collect’, ‘open’, ‘stop’
  • using contextual information to clarify or confirm instructions, for example the teacher’s gestures, the actions of peers

  VCEALC088 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | 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