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• VCEALC085

  Negotiate familiar social and learning situations using language appropriate to the situation

  Elaborations

  • negotiating in a range of familiar situations, such as explaining a problem to a teacher, negotiating the rules of a game with a friend, participating in a class discussion, describing an object, ordering at the school canteen
  • participating in classroom discussions about familiar topics or new topics that are well supported by visual material and/or scaffolding provided by the teacher
  • negotiating activities with peers in small group tasks, such as suggesting, agreeing, disagreeing, clarifying
  • participating in short, structured social interactions, such as exchanging basic information about family or school
  • initiating and managing interaction through conversational formulas, such as ‘Sorry, you help me?’
  • making simple requests and expressing needs, thoughts and opinions, such as ‘May I go to the toilet?’

  VCEALC085 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALC737

  Use available repertoire of spoken English to participate effectively in a mainstream classroom

  Elaborations

  • participating in classroom interactions, including working in pairs, group work and class discussion
  • initiating classroom exchanges, for example by asking a question or offering a suggestion
  • listening to other speakers in order to respond to or build on their contributions in discussions

  VCEALC737 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• VCEALC086

  Predict meaning from context in simple interactions or spoken texts

  Elaborations

  • predicting the meaning of an unknown word in a conversation based on understanding of the topic and other words
  • inferring the meaning of classroom instructions based on the actions of peers
  • referring to images or other information to understand the meaning of a spoken text

  VCEALC086 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALC653

  Write texts for social purposes

  Elaborations

  • writing a range of texts for social purposes related to familiar and imagined experiences, such as an invitation, online chat message
  • following structure and language in model texts and incorporating some creative features
  • incorporating a small range of language features including formulaic expressions and words and phrases learnt in different curriculum areas

  VCEALC653 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Communication

• VCEALC480

  Show understanding of some frequently occurring English words and phrases

  Elaborations

  • understanding a small range of frequently occurring greetings, simple sentences and simple instructions in the classroom, such as ‘partner’ and ‘sit down’
  • using supporting resources to understand classroom language, for example classroom charts, vocabulary lists and contextual information, such as the actions of other students

  VCEALC480 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALC243

  Participate in extended conversations with reliance on other speakers to scaffold, interpret, clarify or elaborate

  Elaborations

  • seeking help or clarification from other speakers, for example through home language, gesture or rewording
  • responding with short or sometimes more extended responses, including answering questions, adding to other speakers’ points or giving personal opinions
  • borrowing key topic words and question structures to help formulate responses

  VCEALC243 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALC185

  Understand some familiar words in different contexts

  Elaborations

  • recognising a friend’s name on a birthday calendar, or reading a label to select the correct book

  VCEALC185 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Communication

• VCEALC325

  Use a repertoire of common classroom and schoolyard language

  Elaborations

  • understanding simple questions on familiar topics or themes and responding appropriately
  • following a short sequence of classroom task-related instructions with clear steps and modelling of the task
  • adapting common classroom and schoolyard language to a small range of relevant situations, such as ‘Wait a minute’, ‘Be quiet, please’, ‘My turn’

  VCEALC325 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC269

  Make simple predictions or inferences about a text

  Elaborations

  • suggesting what might happen next in a narrative with a familiar setting or characters
  • describing the feelings of a character in simple terms, based on print text and accompanying images

  VCEALC269 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Communication

• VCEALC487

  Present a simple prepared response on a familiar topic

  Elaborations

  • giving rehearsed and familiar responses in common situations, such as introducing self
  • presenting a short response on a prepared topic after rehearsing with teacher support

  VCEALC487 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALC114

  Use knowledge of context, text structure and language to understand literal and inferred meanings

  Elaborations

  • employing a range of reading cues, such as images, to help predict meaning
  • suggesting what might happen next in a narrative with a familiar setting or characters
  • describing the qualities or feelings of a character in simple terms that are based on images and print text
  • making connections between the text and own experience or other texts

  VCEALC114 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Communication

• VCEALC506

  Understand short, simple texts for a range of everyday purposes, relying on considerable contextual support

  Elaborations

  • reading short, previously learnt texts or memorised material, such as rhymes, songs, repetitive texts
  • joining in shared reading activities, such as group reading
  • drawing on supplementary information for support, such as illustrations or vocabulary lists, or asking questions of peers and teachers

  VCEALC506 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Communication

• VCEALC654

  Write information texts for general school use, based on modelled language

  Elaborations

  • writing simple information texts (such as reports, essays, explanations) based on models, for example writing a short explanation of the water cycle
  • organising information into simple, logically-ordered paragraphs

  VCEALC654 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Communication

• VCEALC265

  Use key words to understand the main idea in short texts

  Elaborations

  • identifying the main topic of a short paragraph, for example ‘This is about dogs’
  • identifying the main characters and events in a short narrative when given a prompt such as, ‘In this paragraph we can find the name of the main character’

  VCEALC265 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Communication

• VCEALC680

  Prepare and deliver an oral presentation, after modelling and support

  Elaborations

  • using specified criteria to plan, revise, rehearse and deliver a presentation
  • attending to multiple features of speech, including pronunciation, volume, pace, intonation
  • attending to non-verbal aspects of presentation such as maintaining eye contact with the audience or using body language for emphasis
  • creating and using memory aids such as palm cards or slides

  VCEALC680 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALC430

  Contribute actively to group activities on shared texts

  Elaborations

  • listening to group discussion, contributing appropriate ideas and encouraging the responses of others
  • negotiating the content and form of group responses to the text
  • creating shared responses to the text, for example joint writing or group role-plays

  VCEALC430 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCEALC738

  Understand the point of view and message of an unfamiliar speaker, with minimal support

  Elaborations

  • applying knowledge of text structures, such as introduction or topic sentences, to predict key messages and recognise repeated points
  • using information from support materials, such as relevant background knowledge provided beforehand, to identify main topics and key words

  VCEALC738 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• VCEALC456

  Write texts that present a point of view on topics discussed in class

  Elaborations

  • writing a structured statement of opinion, giving context, opinion and justification
  • expressing and justifying a point of view about an issue in a classroom or media text

  VCEALC456 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Communication

• 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

• VCEALC455

  Write a range of texts covering topics across the curriculum areas, incorporating information from different sources

  Elaborations

  • writing a small range of texts used in different curriculum areas (such as historical recount, information report, procedure, explanation), with reference to templates and models
  • incorporating information from personal experience, classroom activities and shared texts
  • contributing to shared writing of a recount or report on an online platform, giving reasons for placing events in a particular sequence

  VCEALC455 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Communication