The Level C2 curriculum supports students to enhance their knowledge, understanding and skills in relation to spoken English. At this level, students learn to initiate and negotiate topics when speaking in English in a range of contexts. The curriculum focuses on pronunciation, stress and intonation...
Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL
Students learn the sounds and written form of Indonesian. They notice similarities and differences between Indonesian and English, such as similar vocabulary and word order and differences in the position of adjectives and possessive pronouns. Students ask questions in English about Indonesia...
Level description | Languages | Indonesian | F–10 Sequence
VCZHU240 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change
The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...
Overview material | English
The English as an Additional Language (EAL) curriculum is central to the learning and development of all young Australians for whom English is not their home language. Through learning EAL, students build their capacity to communicate confidently and effectively. This learning also...
Overview material | English as an Additional Language (EAL)
The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
Go to the VCAA website to explore the timeline for familiarisation and implementation of...
Overview material | English
The English as an Additional Language (EAL) curriculum is organised by pathways, language modes and strands.
The EAL curriculum is a continuum structured as three EAL pathways (A, B, C). Each pathway describes a different stage of English-language learning (early, mid and late), and...
Overview material | English as an Additional Language (EAL)
The Level C3 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English. At this level, students learn to listen, question and respond in English in a broad range of contexts. Students are provided with a variety of listening and speaking...
Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL
The language modes and strands of the English as an Additional Language (EAL) curriculum are interrelated, and learning in one often supports and extends learning in the others. Each content description contains specific and discrete information identifying what teachers are expected to teach...
Overview material | English as an Additional Language (EAL)
Students develop knowledge, understanding and skills across the strands of Language, Literature and Literacy. Each strand contributes its own distinctive goals, body of knowledge, history of ideas and interests to the study of English.
In the Language...
Overview material | English
The Level A2 curriculum supports students to expand their repertoire of spoken and written English. Students explore communication in predictable social situations. Students learn to identify key points in familiar topics and to develop their capacity to use images as cues to decode meaning.
St...
Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL
At Level C1 students read and comprehend a range of short, simple, familiar factual or fictional texts developed by the teacher. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.
Students understand a range of basic print instructions...
Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C1 | Reading and Viewing
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
The curriculum for Level C1 supports students to develop their communication skills both verbally and non-verbally. It provides a range of opportunities for students to interact with their peers. Through active participation in conversations, students learn about the ways to apply formulaic language...
Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL
A range of resources to assist with implementing the F–10 English as an Additional Language (EAL) curriculum are available. Please visit the following websites to access these resources (links open in a new window):
The VCAA website...
Overview material | English as an Additional Language (EAL)
By the end of Level 2, students interact with teachers and peers through play and action-related language. They use greetings and respond to instructions through actions. Students pronounce the sounds of the language. They recognise simple questions and can respond to them, in addition to names...
Level description | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2
In these levels there is an emphasis on developing students’ oral language to enable them to participate in class activities. They repeat sounds, particularly of vowels, as modelled by the teacher and aural texts. Students use formulaic language and single-idea phrases. They recognise the...
Level description | Languages | Roman Alphabet Languages | F–10 Sequence
Students are immersed in listening to, viewing and reading Chinese. They become aware of Chinese as a separate language to English and that other languages exist within their own classroom, their country and overseas. They begin to recognise the importance of tone in Chinese speech and observe...
Level description | Languages | Chinese | Second Language Learner | F–10 Sequence
At Level A1 students communicate in basic English in routine, familiar, social and classroom situations. They follow and give simple instructions, exchange basic personal information, and negotiate well-known, predictable activities and contexts. They begin to modify their responses and manner...
Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A1 | Speaking and Listening
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
