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• 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

• VCEALC377

  Write simple texts that present a point of view

  Elaborations

  • writing a statement of opinion with a simple structure, including the opinion and reasons
  • writing to express likes and dislikes related to a class topic, or agreement and disagreement about an issue discussed in class

  VCEALC377 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | 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

• VCEALL334

  Use specific time and sequence markers in speech

  Elaborations

  • using time markers to indicate specific moments in the past, present and future, such as ‘yesterday’, ‘last week’, ‘on the weekend’
  • following instructions that include sequence markers such as ‘first’, ‘then’, ‘after that’, ‘finally’

  VCEALL334 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL794

  Spell words accurately using a range of strategies

  Elaborations

  • spelling accurately a wide range of words including unusual and technical words, using knowledge of spelling conventions and letter–sound relationships
  • referring to dictionaries, online tools, curriculum area texts and personal vocabulary lists to check spelling

  VCEALL794 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL563

  Identify key vocabulary and ideas from short, familiar spoken texts, supported by context

  Elaborations

  • recognising familiar and learnt vocabulary in short spoken texts
  • using contextual information, including illustrations, word lists or print texts, to identify key ideas and predict vocabulary

  VCEALL563 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL199

  Recognise and explore texts in different media and modes

  Elaborations

  • identifying and engaging with print and digital texts, including visual, multimodal and interactive texts
  • navigating through different types of texts, for example turning the pages of a book, clicking links

  VCEALL199 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL734

  Create, edit and navigate simple digital texts

  Elaborations

  • creating a small range of digital texts, including documents, slides, tables and simple graphs
  • formatting texts simply, for example using font styles, text alignment, dot points
  • reading menus or links in order to navigate a website

  VCEALL734 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL389

  Use simple time sequence markers and pronoun references to connect ideas in a text

  Elaborations

  • using simple time sequence markers, such as ‘first’, ‘next’, ‘at last’
  • using a range of pronoun references to connect ideas in text, including ‘he’, ‘she’, ‘it’, ‘we’, ‘they’, ‘his’, ‘her’, ‘their’, but with some errors of agreement

  VCEALL389 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL290

  Use a range of cues to support reading and viewing

  Elaborations

  • using information from images and headings to support understanding of the topic
  • using organisational features to navigate a text, for example titles and headings in a print text, or links and navigational items in a digital text, including multimodal and interactive texts

  VCEALL290 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• 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

• VCEALL439

  Identify and compare a range of different text types

  Elaborations

  • discussing the different audiences and purposes associated with text types
  • comparing and contrasting features of texts, including texts in other known languages, for example text structure, use of evidence, levels of formality, vocabulary choices

  VCEALL439 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL237

  Spell a number of high-frequency words accurately

  Elaborations

  • spelling some high-frequency words accurately from memory, including own name and short words used regularly, such as ‘it’, ‘my’, ‘we’
  • representing words by their initial letter, such as ‘b’ for ‘book’

  VCEALL237 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCELA132

  Use vocabulary in the form of short phrases for a variety of purposes such as to request an object, communicate a need, recount information, or express a feeling

  Elaborations

  • building the vocabulary to label personal interests, experiences and associated objects
  • building vocabulary and images used to label experiences at school including those associated with topics or themes of study

  VCELA132 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELA146

  Recognise all upper- and lower-case letters and the most common sound that each letter represents

  Elaborations

  • recognising and saying the name and most common sound made by each upper and lower case letter of the alphabet, including consonants and short vowel sounds, such as /a/ in cat
  • using familiar and common letters in handwritten and digital communications

  VCELA146 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA200

  Understand that there are different ways of asking for information, making offers and giving commands

  Elaborations

  • learning the difference between questions and statements, requests and commands
  • learning about different types of questions including closed and open questions and ‘where’, ‘what’, ‘who’ and ‘why’ questions

  VCELA200 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCELA184

  Understand how to use visual memory to write high-frequency words, and that some high-frequency words have regular and irregular spelling components

  Elaborations

  • using strategies such as look-say-cover-write-check to learn an increasing number of high-frequency sight words recognised in texts, including words with regular spelling patterns such as 'them' and 'got' and irregular patterns such as 'one' and 'was'

  VCELA184 | Curriculum content | English | Level 1 | Writing | Language

• VCELT462

  Evaluate the social, moral and ethical positions represented in texts

  Elaborations

  • identifying and analysing ethical positions on a current issue debated in blogs or online discussion forums, including values and/or principles involved and the strengths and weaknesses of the position in the context of the issue

  VCELT462 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCELT065

  Identify a preferred text

  Elaborations

  • engaging with various texts, including interactive stories
  • attending to elements within multimodal texts
  • participating in interactive stories, for example selecting text to be shared due to a particular story, character or theme or hitting a switch to turn a page

  VCELT065 | Curriculum content | English | Level B | Speaking and Listening | Literature

• VCELY126

  Review own text and make changes during shared editing

  Elaborations

  • using delete and Caps Lock functions during shared editing of their own typing
  • making alternative selections of images and audio used, including music, during shared editing
  • checking their name, some patterns and symbols for size

  VCELY126 | Curriculum content | English | Level D | Writing | Literacy