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• 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

• VCELA380

  Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts

  Elaborations

  • analysing the structure of media texts such as television news items and broadcasts and various types of newspaper and magazine articles
  • writing structured paragraphs for use in a range of academic settings such as paragraph responses, reports and presentations

  VCELA380 | Curriculum content | English | Level 7 | Writing | Language

• VCEALC609

  Provide information or assistance when requested in classroom interactions

  Elaborations

  • constructing relevant and useful responses using appropriate sentence structures and vocabulary
  • taking action in response to requests, such as responding to a teacher or assisting a peer

  VCEALC609 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• VCELT068

  Assist to modify a text by producing a sound, noise or using an object

  Elaborations

  • producing noises, sound or words to be added to a familiar text during shared text modification
  • assisting in the modifying of a familiar text by selecting an object to be added to the story or object to be changed in a story

  VCELT068 | Curriculum content | English | Level B | Speaking and Listening | Literature

• VCEALA223

  Use home language and/or mime to seek assistance from teachers or peers with writing English words or phrases

  Elaborations

  • miming actions or showing a picture to explain the meaning of the word sought in English
  • talking to language peers to explain the idea in home language and ask for a translation into English

  VCEALA223 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA532

  Use home language and/or mime to seek assistance from teachers or peers with an English word or phrase

  Elaborations

  • miming actions or showing an image to explain the meaning of the word sought in English
  • talking to language peers to explain the idea in home language and ask for a translation into English
  • asking peers or the teacher to write the word in English after hearing the translation

  VCEALA532 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Cultural and Plurilingual Awareness

• VCELA310

  Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation

  Elaborations

  • mapping topic words related to sub-headings

  VCELA310 | Curriculum content | English | Level 5 | Reading and Viewing | Language

• English: Level B achievement standards - Writing

  When writing, they can scribble freely using various materials or computer mouse. Students draw non-linear shapes and forms. They can use a touchscreen, press keys on keyboard and move a computer mouse. They begin to hold and manipulate objects. They assist in the construction of text by selecting...

  Level description | English | Level B | Writing

• English: Level 5 achievement standards - Reading and Viewing

  By the end of Level 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts...

  Level description | English | Level 5 | Reading and Viewing

• VCEALL450

  Self-correct a range of aspects of speech

  Elaborations

  • noticing errors with pronunciation, intonation and emphasis and attempting to correct these
  • seeking assistance or feedback from speech partners to formulate or confirm pronunciation

  VCEALL450 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• English | English as an Additional Language (EAL): Scope and Sequence

  The English as an Additional Language (EAL) curriculum sets out what students are expected to learn and is designed as a continuum of learning structured as three pathways. The pathways are presented in scope and sequence charts to support teachers to easily see the progression and assist in planning...

  Overview material | English as an Additional Language (EAL)

• English | English: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | English

• VCEALL651

  Self-correct pronunciation when reading aloud

  Elaborations

  • applying knowledge of less common sounds and words with similar letter patterns to alter pronunciation
  • seeking assistance from speech partners to re-pronounce words

  VCEALL651 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL371

  Self-correct pronunciation

  Elaborations

  • applying knowledge of less common sounds and words with similar letter patterns to alter pronunciation
  • seeking assistance from speech partners to re-pronounce words

  VCEALL371 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCELY118

  Use images to retell or comment on a familiar text listened to and viewed

  Elaborations

  • beginning to identify key characters and the setting within a text
  • using images from text to assist with comprehending and discussing texts that have been listened to and viewed

  VCELY118 | Curriculum content | English | Level D | Reading and Viewing | Literacy

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A1 achievement standards - Reading and Viewing

  At Level A1 students read and engage with a wide range of short, simple, repetitive texts, including shared recounts and fictional and everyday texts. These texts may be in print or visual form.

  Students read in context some familiar words, phrases, numbers and signs. They complete simple...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A1 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C3 achievement standards - Reading and Viewing

  At Level C3 students demonstrate a basic understanding of the main ideas, issues or plot developments in a range of accessible texts from across the curriculum. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students demonstrate...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C3 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level CL achievement standards - Writing

  At Level CL, in familiar contexts, students write short, grammatically simple texts based on well-rehearsed spoken and well-practised written English. They write for a range of basic classroom and personal purposes, such as making lists and writing simple journal entries and notes, and complete...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level CL | Writing

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level BL achievement standards - Reading and Viewing

  At Level BL students read a wide range of familiar, short, simple, repetitive fictional and everyday texts, and complete basic structured activities based on them. These texts may be print or digital, including visual, multimodal and interactive.

  Students retell a simple and familiar story...

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

• VCEALA411

  Make own translation of specific words and help other home language speakers to check context or match concepts

  Elaborations

  • inferring the meaning and translation of new words based on context and previous learning in home language
  • assisting same language peers through English and shared languages by explaining words and concepts

  VCEALA411 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness