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

  At Level C3 students listen, question and respond successfully in a wide range of social and academic contexts. They demonstrate sufficient control of stress, rhythm and intonation to be understood in most contexts. They use appropriate non-verbal language, take account of purpose and audience...

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

• English: Level C achievement standards - Reading and Viewing

  By the end of Level C, students listen to and view a range of spoken, written and multimodal texts from familiar contexts. They identify the main character or event in a familiar text using visual images from the text. They participate in interactive stories and repeat or activate a short phrase...

  Level description | English | Level C | Reading and Viewing

• VCEALA219

  Understand the difference between writing and drawing, and that writing changes according to context and purpose

  Elaborations

  • pointing to pictures and words when prompted
  • understanding that English writing consists of words formed by letters, and sentences made up of words

  VCEALA219 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA039

  Distinguish English script from non-English script

  Elaborations

  • recognising letters of the alphabet and words written in English
  • pointing to words in English in a multilingual text

  VCEALA039 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC349

  Express a personal response to an imaginative text or elements of the text

  Elaborations

  • expressing a point of view about a character’s actions
  • making simple connections between an element of the text and personal experience

  VCEALC349 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Communication

• VCEALC188

  Give a personal response to a text

  Elaborations

  • expressing a simple opinion on a text, for example indicating like or dislike of a character, or pointing out a favourite image or page

  VCEALC188 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Communication

• VCEALL173

  Construct two- or three-word utterances, with the support of actions, gestures or visuals

  Elaborations

  • using common vocabulary and short formulaic expressions to communicate intention, such as ‘Shut door’
  • pointing, miming or gesturing to supplement speech

  VCEALL173 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCELA038

  Know that an object has a name

  Elaborations

  • pointing towards or naming an object to communicate a choice
  • recognising that single words, signs or switches can communicate a need

  VCELA038 | Curriculum content | English | Level B | Reading and Viewing | Language

• VCELT465

  Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses

  Elaborations

  • creating extended written responses to literary texts, making reference to varying points of view about the issues raised

  VCELT465 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCELY486

  Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action, speaking clearly and using logic, imagery and rhetorical devices in order to engage audiences

  Elaborations

  • using assumptions about listeners, viewers and readers to try to position them to accept a particular point of view

  VCELY486 | Curriculum content | English | Level 10 | Speaking and Listening | Literacy

• VCEALC777

  Write an extended argument or discussion on a familiar issue

  Elaborations

  • writing a range of texts that present and justify a point of view, such as an argument, discussion, debate
  • building cohesive arguments, for example by showing supporting evidence, development of ideas, rebuttal
  • using a wide range of objective language to express points of view indirectly, such as ‘Evidence shows’, ‘It is clear from the film that …’

  VCEALC777 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Communication

• VCEALL052

  Recognise capital letters, spaces and full stops

  Elaborations

  • showing awareness that words are separated by spaces, such as by pointing to words or counting words
  • pointing to capital letters and full stops in a text
  • pausing at full stops when reading aloud
  • using spaces to count words in a sentence or on a line
  • using capital letters and full stops to count sentences

  VCEALL052 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCELA368

  Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources

  Elaborations

  • defending points of view in reading circle discussions
  • responding to points of view by developing and elaborating on others’ responses
  • building a knowledge base about words of evaluation, including words to express emotional responses to texts, judgment of characters and their actions, and appreciation of the aesthetic qualities of text

  VCELA368 | Curriculum content | English | Level 7 | Reading and Viewing | Language

• VCEALC321

  Demonstrate independence in extended conversations

  Elaborations

  • contributing ideas and information to extend the conversation and make connections to other speakers
  • asking questions for clarification or elaboration of ideas
  • giving personal opinion, such as agreement or disagreement with a point

  VCEALC321 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC033

  Show a personal response to a text

  Elaborations

  • looking at or reading a book in own personal time
  • pointing out a favourite image or page
  • expressing a simple opinion on a text, for example indicating like or dislike of a character

  VCEALC033 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Communication

• VCEALC568

  Extract specific information from simple charts, tables or maps

  Elaborations

  • locating city or country names on a map
  • identifying information in a cell of a table, using row and column headings
  • pointing to and reading out the names of features on a labelled diagram

  VCEALC568 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALL179

  Respond to key words in a range of familiar and common spoken instructions

  Elaborations

  • carrying out simple instructions, such as ‘Shut the door’
  • clarifying instructions before acting, for example by repeating key words (‘The door?’) or pointing

  VCEALL179 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCELT297

  Create literary texts by developing storylines, characters and settings

  Elaborations

  • collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot

  VCELT297 | Curriculum content | English | Level 4 | Writing | Literature

• 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 CL achievement standards - Reading and Viewing

  At Level CL students read and complete simple, structured activities around a wide range of familiar, short, simple texts that use repetitive structures and features and are strongly supported by illustrations. These texts may be print or digital texts, including handwritten, visual, multimodal...

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