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• VCEALA384

  Employ a range of strategies to understand and learn unknown words

  Elaborations

  • using a bilingual dictionary to find an English equivalent for a word known in home language, or vice versa
  • checking meaning in both home language and English before using a word in speech or writing
  • recording vocabulary in a personal list that includes details such as translation in English and home language, pronunciation and meaning

  VCEALA384 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA463

  Employ a range of strategies to expand vocabulary

  Elaborations

  • using a bilingual dictionary, thesaurus or online tool to search for a variety of vocabulary
  • crosschecking meaning in home language and English to confirm accurate choice of vocabulary
  • recording vocabulary in a personal list including details such as translation in English and home language, pronunciation, meaning, usage and related words

  VCEALA463 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALA437

  Engage with a diverse range of texts reflecting a variety of cultures and perspectives

  Elaborations

  • selecting texts from a range of genres, with diverse characters, settings and themes, including both familiar and unfamiliar elements
  • discussing new perspectives gained from reading, for example ‘I hadn’t thought about …’, ‘I didn’t know that …’

  VCEALA437 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA191

  Show awareness that texts convey meaning

  Elaborations

  • understanding that print words contain a consistent message
  • understanding that different texts have different purposes, including picture books, class writing, diaries
  • identifying a familiar book or text that contains a particular message, for example when asked ‘Which book told us about the rainforest?

  VCEALA191 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA595

  Refer to a bilingual dictionary, class lists or previous work to record and find or check words and their meanings

  Elaborations

  • consulting bilingual dictionaries, charts, word lists, peers and the teacher to find and check spelling and meaning of words
  • recording a vocabulary list that includes English, home language and details such as an image or pronunciation
  • writing notes in home language about meaning and pronunciation when encountering new words in texts

  VCEALA595 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALA703

  Experiment with reading long, complex texts with support from the teacher

  Elaborations

  • choosing a range of texts, including fiction and non- fiction, on diverse topics and with a range of perspectives
  • identifying texts of interest based on comprehensible structure, challenging language and relevant topics
  • seeking advice from the teacher when selecting texts to read for pleasure or a specific purpose

  VCEALA703 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA621

  Transfer academic and communication skills from home language to English

  Elaborations

  • applying content and language learning strategies from home language, for example accessing information, taking notes, writing vocabulary lists
  • drawing on content and background knowledge from home language, including translating content knowledge or referring to some specific curriculum area vocabulary in home language

  VCEALA621 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA659

  Access new words from bilingual dictionaries or word lists

  Elaborations

  • consulting resources such as bilingual dictionaries, charts, word lists, online tools or peers and the teacher to find new words, or to check spelling and meaning
  • recording new words from texts or interactions in a vocabulary list that includes English, home language and other details such as meaning or phonetic pronunciation

  VCEALA659 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Cultural and Plurilingual Awareness

• VCEALA766

  Discuss specific characteristics and features of texts in relation to another known language

  Elaborations

  • comparing and contrasting features of texts in English and another known language, for example text structure, use of evidence, levels of formality, vocabulary choices
  • comparing or contrasting views represented in texts with different cultural values, including personal experiences
  • using metalanguage to name and describe features of texts

  VCEALA766 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA304

  Employ a range of strategies to understand new or unknown words

  Elaborations

  • referring to written resources such as bilingual dictionaries, charts or own spelling lists
  • recording a vocabulary list that includes English, home language and other details such as an image or phonetic pronunciation
  • writing notes in home language about meaning and pronunciation when encountering new words in texts

  VCEALA304 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALC376

  Write simple factual texts

  Elaborations

  • writing a small range of factual texts, such as reports, procedures, captions for images, explanations
  • including some features of text types, such as introduction, list of requirements, steps beginning with a verb in a procedure
  • handwriting texts or typing a caption for a digital image in a software application

  VCEALC376 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Communication

• VCEALC741

  Justify a point of view to peers with increasing confidence

  Elaborations

  • rebutting or clarifying an argument, for example ‘No, I mean we should keep the forests to slow down the global warming’
  • using a range of expressions to structure a point of view, including conjunctions (‘because’, ‘so’), subjective language (‘I believe’) and objective language (‘Evidence shows …’)

  VCEALC741 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• VCEALC112

  Understand a small range of simple, familiar texts

  Elaborations

  • reading back own writing
  • reading well-known words or phrases (such as ‘Tuesday’, ‘Once upon a time’) in new contexts
  • recognising familiar vocabulary in new simple texts
  • reading a range of topic-related texts, including informative, imaginative and persuasive texts, with support

  VCEALC112 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Communication

• VCEALC675

  Participate in a range of school routines in mainstream classrooms

  Elaborations

  • understanding classroom routines, including listening to others before speaking, turn-taking and putting hand up
  • understanding and recounting a spoken sequence of instructions, or a description or explanation relating to a topic
  • comprehending topic-specific vocabulary and grammatical structures that connect and sequence ideas

  VCEALC675 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALC402

  Participate in most social situations using English

  Elaborations

  • interacting with teacher in situations such as greeting, leave-taking, sharing a story or helping with a simple task
  • participating in social situations with other students such as conversations about personal experience or games in the schoolyard contributing to interactions in the classroom, including class discussions, group activities and pair work

  VCEALC402 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Communication

• VCEALC425

  Understand main ideas in a text and extract specific details

  Elaborations

  • skimming and scanning a text to identify the topic and extract specific details
  • finding answers to simple questions, such as ‘Where did …?’, ‘Who was the …?’
  • retelling a story through speech or writing, including giving characters and settings, and key events in the correct sequence

  VCEALC425 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCEALC611

  Participate in common school routines

  Elaborations

  • understanding common classroom language, including questions, instructions and basic information
  • following a short set of instructions in sequence, such as ‘Divide your page into two columns. Label the columns A and B. Then number the rows 1 to 20’
  • asking for clarification, for example ‘Do I number the rows like this?’

  VCEALC611 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | 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

• 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

• 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