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• VCEALA683

  Explain the home language meaning of unfamiliar English words and phrases to home language peers

  Elaborations

  • assisting home language peers through English and shared languages by explaining words and concepts
  • collaborating with home language peers to access resources such as bilingual dictionaries or online translation tools

  VCEALA683 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC610

  Negotiate interactions with reliance on an attentive conversation partner

  Elaborations

  • expressing complex thoughts and feelings in familiar situations
  • seeking assistance or feedback from speech partners to formulate or confirm corrected expressions
  • clarifying and elaborating on meaning by recasting and defining what has been said

  VCEALC610 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• VCEALL339

  Self-correct pronunciation and grammar

  Elaborations

  • assessing the listener’s understanding based on body language, facial expressions and direct feedback
  • seeking assistance from speech partners to re-pronounce words or rephrase sentences
  • attempting to self-correct pronunciation and grammar

  VCEALL339 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCELY090

  Create simple texts by labelling images from an event with own ‘writing’

  Elaborations

  • assisting in the collection of relevant images for a class photo story
  • attempting to copy letters and simple words from a modelled example
  • participating in the construction of class texts by selecting images, and adding vocalisation or drawings

  VCELY090 | Curriculum content | English | Level C | Writing | Literacy

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 description

  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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C2 achievement standards - Reading and Viewing

  At Level C2 students read and comprehend a range of short, familiar fictional and factual texts and, when well supported, some unfamiliar texts. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students show some comprehension beyond...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C2 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B1 description

  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

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level BL description

  The Level BL curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to initiate and sustain simple conversations with their peers. The curriculum covers grammatical rules that students begin...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level CL description

  The Level CL curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to participate in routine and familiar exchanges in English with their peers. The curriculum covers the practising of pronunciation...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• English | English as an Additional Language (EAL): Resources

  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):

  • Victorian Curriculum F–10 EAL resources (VCAA)

  The VCAA website...

  Overview material | English as an Additional Language (EAL)

• English | English: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | English

• VCELT407

  Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities

  Elaborations

  • exploring how some writers use terse and relatively simple language choices while others use more elaborate and complex syntax
  • examining the language patterns, including sentence patterns, in a range of short texts and discussing the effect on readers’ interpretation of these choices
  • writing or speaking about a literary text and outlining the impact of the text on a listener, viewer or reader, for example in a journal in which students reflect on their personal responses and on how language and structural features in the text contribute to its impact
  • discussing, debating and assessing remakes of literary texts and their effectiveness and purpose
  • discussing, debating and assessing book or film series, sequels, prequels, fan fiction sites, tie-in publications or merchandise

  VCELT407 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCEALA783

  Draw on home language resources to communicate more complex ideas

  Elaborations

  • asking language peers for assistance with translations and related ideas for a home language term or expression
  • using specific vocabulary, idioms or quotations translated from home language to emphasise a point
  • translating and explaining cultural ideas from home language into English

  VCEALA783 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Cultural and Plurilingual Awareness

• VCEALA464

  Draw on home language resources to communicate more complex ideas

  Elaborations

  • using quotations or specific vocabulary translated from home language to emphasise a point
  • translating and explaining cultural ideas from home language into English
  • asking for assistance from language peers to contribute translations and related ideas for a home language term or expression

  VCEALA464 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALC482

  Participate in familiar situations and learning activities

  Elaborations

  • understanding and participating in common classroom routines such as retrieving equipment or forming groups
  • requesting assistance where required, by asking directly or indicating non-understanding through speech or body language
  • understanding common classroom action verbs, such as ‘sit’, ‘collect’, ‘open’, ‘stop’

  VCEALC482 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALL419

  Assess the grammatical correctness of own utterances and attempt some self-correction

  Elaborations

  • noticing errors with pronunciation, vocabulary choice or grammar, and attempting to correct these
  • attending to the body language, facial expressions and speech of listeners to determine whether meaning has been understood
  • seeking assistance or feedback from speech partners to formulate or confirm corrected expressions

  VCEALL419 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCELA095

  Recognise ways to greet and interact with familiar people

  Elaborations

  • greeting people, such as a grandparent, helper or teacher, differently according to their relationship, for example how they use their name or a particular form of greeting
  • using social aspects of listening and speaking
  • using appropriate combinations of words, signs, gestures, or assistive technologies and alternative and augmentative communication to signal greetings such as hello or goodbye

  VCELA095 | Curriculum content | English | Level C | Speaking and Listening | Language

• VCELA085

  Know that symbols, words and images can communicate needs

  Elaborations

  • making choices through alternative and augmentative communication, sign, symbol and image selection
  • using language to make requests, greet people, convey basic information about themselves and others
  • using image and sentence strip to communicate a need for example I want… to assist in requesting an object
  • using symbols to label an image

  VCELA085 | Curriculum content | English | Level C | Writing | Language

• VCELY307

  Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and use interaction skills

  Elaborations

  • making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required
  • discussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audience

  VCELY307 | Curriculum content | English | Level 4 | Speaking and Listening | Literacy

• VCEALC003

  Negotiate simple social or learning activities

  Elaborations

  • observing peers and copying actions in response to instructions or in classroom activities
  • asking for attention or assistance from the teacher or a friend by asking directly, using intonation to signal requests or indicating non-understanding through speech or body language
  • understanding common vocabulary related to needs (such as ‘toilet’, ‘pencil’, ‘stop’) and constructing simple phrases with this vocabulary (such as ‘Go toilet?’, ‘This my pencil’, ‘Stop that!’)
  • using picture cards, classroom charts and objects to support communication, for example pointing to a picture

  VCEALC003 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication