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• VCEALA433

  Identify unfamiliar cultural references

  Elaborations

  • comparing to previous experience or learning, for example ‘It’s different to my culture’ or ‘This is only in Australia’
  • asking questions about unfamiliar word and ideas, for example ‘What’s a bunyip?

  VCEALA433 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA014

  Check understanding of classroom conversations or instructions by asking other home language speakers to clarify

  Elaborations

  • asking questions about classroom activities and topics in home language
  • seeking instructions from same language peers before beginning classroom tasks
  • understanding responses from peers that combine elements of English, home language and gesture

  VCEALA014 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA172

  Check understanding of classroom English by asking for clarification from other home language speakers

  Elaborations

  • asking questions in home language about classroom activities and topics
  • seeking instructions from same language peers before beginning classroom tasks
  • understanding responses from peers that combine elements of English, home language and gesture

  VCEALA172 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA745

  Discuss a point of language

  Elaborations

  • asking questions about points of grammar, such as ‘Why is it “the car door” and not “the car’s door”?’
  • comparing similarities and differences between home language and English, such as text structure, grammar, cultural meanings

  VCEALA745 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA617

  Interact effectively with some confidence with a range of interlocutors

  Elaborations

  • interacting in a diverse range of situations, such as when using public transport, purchasing lunch at the canteen, asking questions during excursions
  • formulating relevant responses, using appropriate vocabulary and expression

  VCEALA617 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA248

  Speak or listen appropriately during class interactions

  Elaborations

  • displaying appropriate listening behaviours, such as attentive posture, appropriate facial expressions and gestures
  • attending to the expressions of other speakers and incorporating cues such as questions or key words in own responses

  VCEALA248 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC676

  Interpret the main idea in texts, with some support

  Elaborations

  • identifying the main idea based on organisational features of a specific text, such as the introduction or the conclusion in an essay
  • identifying key points and learnt topic vocabulary
  • using support to identify the main idea, such as prepared questions or background information

  VCEALC676 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALC739

  Extract key information or ideas from a variety of texts across the curriculum areas, with reduced support

  Elaborations

  • accessing and comprehending a range of cross-curricular texts, such as a guest speaker’s talk, a short film, a podcast
  • using reduced support, for example broad headings rather than topic-specific questions

  VCEALC739 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• VCEALC674

  Negotiate with peers and teachers in familiar informal and formal classroom situations

  Elaborations

  • negotiating with peers or teachers in a range of situations, such as when planning a project or exchanging information
  • asking clarifying questions in a variety of forms, such as ‘Do you mean that …?’, ‘Could you please explain …?’

  VCEALC674 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALC484

  Identify single pieces of information from a short, spoken text

  Elaborations

  • identifying information related to common or personally relevant topics, such as colours, numbers, animals
  • asking questions to help identify relevant items of information, for example ‘What colour was it?’ ‘It was blue’

  VCEALC484 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALC546

  Communicate needs in common social and school routines

  Elaborations

  • asking questions and following instructions to meet personal needs, such as where to find resources or what colour pen to use
  • understanding common words for social and school purposes, such as ‘I would like …’, ‘I need some help’

  VCEALC546 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCEALC240

  Demonstrate active listening skills, attending to tone, intonation and body language

  Elaborations

  • displaying appropriate body language while listening, including body orientation, eye contact, facial expressions, nodding or shaking the head
  • using tone and intonation to distinguish between statements, questions and instructions

  VCEALC240 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALC245

  Identify some key points of information in short spoken texts, with guidance

  Elaborations

  • understanding learnt vocabulary and sentence structures in texts
  • pointing to parts of pictures that are mentioned in the text or conversation
  • using questions to help identify relevant items of information, for example Teacher: ‘What colour was it?’ Student: ‘It was blue’

  VCEALC245 | Curriculum content | English as an Additional Language (EAL) | Level B1 | 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

• 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

• 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

• VCEALL100

  Combine known formulas, structures and other vocabulary to communicate

  Elaborations

  • creating original utterances by using new words with known sentence structures, for example ‘Yesterday I went to the swim’
  • using a range of question beginnings, such as ‘Who’, ‘Where’, ‘How’, ‘Why’, ‘Do you …?’, ‘Can I …?’

  VCEALL100 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL238

  Copy basic punctuation as part of writing work

  Elaborations

  • writing capital and lower-case letters and full stops accurately when copying
  • beginning to copy more complex punctuation accurately, such as commas, question marks, exclamation marks

  VCEALL238 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL518

  Identify some high-frequency adjective–noun and verb–adverb combinations

  Elaborations

  • identifying adjectives next to nouns, and adverbs next to verbs, such as ‘big ball’ and ‘run fast’, with support such as questions or guidance from a teacher
  • matching illustrations to short noun phrases and verb phrases

  VCEALL518 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL478

  Use a range of punctuation marks consistently and correctly

  Elaborations

  • using a range of punctuation, such as full stops, question marks, exclamation marks, commas and apostrophes, consistently and correctly
  • using commas consistently to separate items in a list, and sometimes to separate clauses or indicate pauses

  VCEALL478 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features