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• VCEALL605

  Incorporate introduced subject-specific vocabulary into simple sentences

  Elaborations

  • referring to studied texts, classroom charts and personal vocabulary lists for subject-specific vocabulary
  • using related subject-specific terms accurately, such as ‘Tadpoles have gills but frogs have lungs’
  • matching subject-specific words to definitions or labelling diagrams

  VCEALL605 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL423

  Self-correct and improve aspects of pronunciation that impede communication, and focus on correction

  Elaborations

  • identifying patterns of pronunciation that pose difficulty in own speech, such as the articulation of final consonants or a specific vowel sound, or inappropriate word stress
  • rehearsing pronunciation with a partner or recording pronunciation using a digital device to self-assess, in order to make improvements

  VCEALL423 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL444

  Interpret the meaning of written text that uses a range of tenses and negation

  Elaborations

  • identifying the base word and understanding the effect of more complex tense and negation, for example in ‘had not arrived yet’
  • identifying simple passive constructions and comparing them to active constructions, such as ‘We read the book’ and ‘The book was read by our class’
  • transforming sentences from a text into negatives or different tenses

  VCEALL444 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCELA051

  Recognise that text can be attached to images and recognise that people pause when talking and communicating

  Elaborations

  • attending to written texts attached to images within their environment
  • learning that objects can be represented by an image or text
  • communicating using a word/image to request an object
  • pausing to wait for a response after a communication
  • learning about taking turns in communication

  VCELA051 | Curriculum content | English | Level B | Writing | Language

• VCELA189

  Understand patterns of repetition and contrast in simple texts

  Elaborations

  • identifying patterns of vocabulary items in texts (for example class/subclass patterns, part/whole patterns, compare/contrast patterns, cause-and-effect patterns, word associations/collocation)
  • discussing different types of texts and identifying some characteristic features and elements (for example language patterns and repetition) in stories and poetry

  VCELA189 | Curriculum content | English | Level 1 | Writing | Language

• VCELA391

  Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating

  Elaborations

  • exploring languages and dialects through building webcam relationships with schools across Australia and Asia
  • investigating changes in word use and meaning over time and some of the reasons for these changes, for example the influence on spelling and vocabulary of new forms of communication like texting, emoticons and email

  VCELA391 | Curriculum content | English | Level 7 | Speaking and Listening | Language

• VCELA432

  Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness

  Elaborations

  • comparing and contrasting vocabulary choices in informative and narrative texts, considering how they are used to create precise information, abstract ideas and/or stylistic interpretations of texts
  • identifying examples of acronyms, abbreviations and proprietary words which are used creatively in texts

  VCELA432 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• 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

• VCELY023

  React to software being used to construct texts that reflect everyday events and activities

  Elaborations

  • experiencing multimedia and text constructing software
  • being exposed to people creating text and images using a range of software, including word-processing programs
  • reacting to images, sounds and text being added to a digital text
  • responding to familiar texture, sound or image during text construction

  VCELY023 | Curriculum content | English | Level A | Writing | Literacy

• VCELY357

  Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches

  Elaborations

  • identifying and exploring news reports of the same event, and discuss the language choices and point of view of the writers
  • using display advertising as a topic vehicle for close analysis of the ways images and words combine for deliberate effect including examples from the countries of Asia (for example comparing Hollywood film posters with Indian Bollywood film posters)

  VCELY357 | Curriculum content | English | Level 6 | Writing | Literacy

• VCELY211

  Make short presentations, speaking clearly and using appropriate voice and pace, and using some introduced text structures and language

  Elaborations

  • reporting the results of group discussions
  • providing simple explanations about how to do or make something
  • giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume and using extended vocabulary and a growing knowledge of content-specific words

  VCELY211 | Curriculum content | English | Level 1 | Speaking and Listening | Literacy

• VCEALA412

  Use home language resources to develop English

  Elaborations

  • collaborating with home language peers to clarify new vocabulary and ideas, and formulate home language terms and definitions
  • referring to home language or bilingual texts such as glossaries, dictionaries or online translation tools for explanation and clarification of new vocabulary and information
  • recording words and information in personal dictionaries or notes, using a combination of English and home language to indicate meaning, pronunciation and usage

  VCEALA412 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA718

  Understand how the purpose and audience of a text can influence content and form

  Elaborations

  • designing layout and visual features to suit purpose and audience, for example using bright colours in an illustrated story for children
  • transforming texts to suit a different purpose or audience, for example converting a road safety website for learner drivers to a pamphlet for older drivers
  • discussing language choices with regard to purpose and audience, for example reflecting on word choices in a persuasive text

  VCEALA718 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• VCEALA093

  Use a small range of strategies to negotiate meaning in conversation

  Elaborations

  • seeking help or clarification from other speakers, for example through home language, gesture, rewording
  • interrupting to ask a speaker to repeat or speak slowly, such as by asking ‘Say again, please’
  • using some social formulas when asking for clarification, such as ‘Please’, ‘Excuse me’
  • composing simple requests to ask for clarification, for example ‘Please repeat’, ‘What means …?’
  • referring to the speaker’s key words when asking for clarification, for example Teacher: ‘Get your stationery’, Student: ‘What is stationery?’

  VCEALA093 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA746

  Use home language resources to develop English

  Elaborations

  • collaborating with same language peers to clarify new vocabulary and ideas, and formulate home language terms and definitions
  • referring to home language or bilingual glossaries, dictionaries, thesauruses or online translation tools for explanation and clarification of new vocabulary and information
  • recording words and information in personal dictionaries or notes, using a combination of English and home language to indicate meaning, pronunciation and usage

  VCEALA746 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA091

  Initiate and maintain simple conversations with others

  Elaborations

  • understanding and responding to simple English expressions related to personal or familiar topics, for example answering simple questions by giving basic information about self
  • borrowing words from questions asked, for example ‘What is your hobby?’, ‘My hobby is …’
  • negotiating meaning through use of gestures, modified speech, simple questions and clarifications
  • initiating exchanges in social and learning context, for example by asking a question

  VCEALA091 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC004

  Question to check meaning so as to clarify or confirm

  Elaborations

  • checking understanding of simple, familiar instructions and routines, for example Teacher: ‘It’s playtime.’ Student: ‘Go outside?’
  • using learnt social formulas, such as ‘please’ and ‘thank you’, when asking questions
  • using simple formulaic expressions to make requests or ask questions, for example ‘Please say again’, ‘What is that?’
  • listening to and using speaker’s key words when asking for clarification, for example Teacher: ‘Paste it in your book.’ Student: ‘Language book?’
  • supplementing spoken requests with gesture and mime

  VCEALC004 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALC084

  Respond appropriately in a range of common social and classroom situations

  Elaborations

  • responding with short extended responses including answering questions, adding to other speakers’ points, giving personal opinions
  • expressing ideas, humour and simple opinions, and describing feelings, for example ‘I am very happy’
  • giving a short presentation to a group on a familiar topic, such as sharing or recounting a personal experience
  • borrowing key topic words and question structures to help formulate responses

  VCEALC084 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALC007

  Participate in simple and familiar songs, rhymes and chants

  Elaborations

  • reciting familiar rhymes, songs with actions or lists of words such as days of the week or colours of the rainbow
  • rehearsing formulas or short exchanges based on models, such as ‘Hello, what is your name?’, ‘My name is … What is your name?’, ‘Pleased to meet you’
  • role-playing popular stories or songs, for example ‘Little pig, little pig, let me in’

  VCEALC007 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALC241

  Interact and respond appropriately verbally and non-verbally in simple conversations with teacher or peers

  Elaborations

  • indicating agreement or non-agreement through body language such as nodding or shaking the head, or formulaic speech such as ‘I agree’, ‘I don’t think so’
  • using some culturally appropriate conventions such as ‘Excuse me’, ‘Please …’, ‘Thank you’
  • borrowing words from the question, for example Teacher: ‘What is your hobby?’ Student: ‘My hobby is …’

  VCEALC241 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication