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• VCEALL774

  Demonstrate a broad technical vocabulary across the curriculum areas

  Elaborations

  • reading, with understanding, texts containing new vocabulary, some subject-specific vocabulary and figurative language
  • responding to the use of vocabulary in a text, for example by describing emotions elicited by particular words or phrases
  • creating graphic organisers, for example word clines or word maps, to illustrate the relationships between synonyms and antonyms

  VCEALL774 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALA171

  Distinguish spoken English from other languages and attempt to respond using basic English

  Elaborations

  • recognising the sounds and words of English when being spoken to
  • using familiar words and formulaic phrases to answer direct questions
  • assessing which language(s) the speaker knows, and responding using shared repertoire

  VCEALA171 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA250

  Distinguish spoken English from other languages and respond in English

  Elaborations

  • recognising the sounds and words of English in interactions
  • using common words and formulaic phrases to answer questions and express meanings
  • drawing on shared linguistic resources to clarify and negotiate meaning using English and other available languages

  VCEALA250 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA490

  Distinguish spoken English from other languages and attempt to respond in English

  Elaborations

  • recognising the sounds and words of English when being spoken to
  • using familiar words and formulaic phrases to answer direct questions
  • assessing which language(s) the speaker knows, and responding using shared repertoire

  VCEALA490 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC346

  Identify the main idea in short texts using guide questions

  Elaborations

  • identifying key words in questions and finding them in the text
  • identifying key words from headings or topic sentences in order to extract key information from a factual text

  VCEALC346 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Communication

• VCEALC698

  Skim a text for general meaning and scan to find detailed information

  Elaborations

  • skimming a text by identifying key words in the title, headings and topic sentences to determine the purpose and main idea of the text
  • scanning a text to extract details such as names, numbers, specific words, answers to questions

  VCEALC698 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALC086

  Predict meaning from context in simple interactions or spoken texts

  Elaborations

  • predicting the meaning of an unknown word in a conversation based on understanding of the topic and other words
  • inferring the meaning of classroom instructions based on the actions of peers
  • referring to images or other information to understand the meaning of a spoken text

  VCEALC086 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALC184

  Read simple, familiar texts with assistance

  Elaborations

  • reading classroom signs, labels, words from classroom charts
  • reading aloud one sentence at a time from own writing
  • tracking words with a finger while listening to a simple text read aloud

  VCEALC184 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Communication

• VCEALL646

  Identify some basic language features of texts

  Elaborations

  • identifying types of words in a text, for example rhyming words in a poem, causal connectives in an explanation
  • distinguishing between verb tenses used in different text types, such as the imperative in procedures and the past tense in recounts

  VCEALL646 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL580

  Demonstrate awareness of basic sentence and question patterns

  Elaborations

  • ordering words and phrases to create grammatical and logical sentences and questions
  • pointing out the subject, verb and object in sentences such as ‘She bought some fruit’
  • identifying question words such as ‘who’, ‘what’, ‘why’

  VCEALL580 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL344

  Self-correct and improve aspects of pronunciation that impede communication

  Elaborations

  • identifying specific words in a text that may pose pronunciation problems, based on guidance from the teacher, such as ‘Find all the words ending in “s”’
  • asking for support with communication, such as ‘What is the difference between “walk” and “work”?’

  VCEALL344 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL604

  Use emerging language to create desired effects

  Elaborations

  • combining known words to create degrees of emphasis or nuance, for example ‘very, very sad’
  • using vocabulary that is familiar or common in texts
  • recording frequently used vocabulary in a personal word list

  VCEALL604 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL501

  Imitate and practise pronunciation, stress and intonation patterns

  Elaborations

  • imitating and rehearsing pronunciation, stress and intonation patterns used by the teacher and peers
  • using word stress, rhythm and intonation in familiar interactions, for example using rising intonation for questions, and stressing key words for emphasis

  VCEALL501 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL631

  Self-correct and improve aspects of pronunciation that impede communication

  Elaborations

  • identifying specific words in a text that may pose pronunciation problems, based on specific guidance from the teacher, such as ‘Find all the words ending in “s”’
  • asking for support with communication, such as ‘What is the difference between “walk” and “work”?’

  VCEALL631 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features

• VCELA052

  Reproduce speech sounds to communicate basic wants and use images and objects to express their wants and ideas

  Elaborations

  • reproducing sounds and words heard within a story, for example ‘ch, ch, ch’
  • comparing sounds and how they are combined to make words and label objects
  • exploring sounds through sensory activities

  VCELA052 | Curriculum content | English | Level B | Writing | Language

• VCELA155

  Understand that some language in written texts is unlike everyday spoken language

  Elaborations

  • learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present

  VCELA155 | Curriculum content | English | Foundation Level | Writing | Language

• VCELA074

  Know how to use the connection between the object, its name, image or sign

  Elaborations

  • learning to scan a collection of images and select one image to describe an object or action
  • matching 3D objects to an image, sign or spoken word, for example using an apple, an image and a word

  VCELA074 | Curriculum content | English | Level C | Reading and Viewing | Language

• VCEALA491

  Use sentence patterns from home language to communicate ideas

  Elaborations

  • using home language sentence patterns or word order, such as ‘the house white’, ‘I very like swimming’

  VCEALA491 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL291

  Self-correct with guidance

  Elaborations

  • self-correcting pronunciation based on feedback from the listener
  • breaking unfamiliar words into morphemes or syllables

  VCEALL291 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL523

  Self-correct with guidance

  Elaborations

  • self-correcting pronunciation based on feedback from the listener
  • breaking unfamiliar words into morphemes and syllables

  VCEALL523 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features