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• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B2 description

  The Level B2 curriculum develops students’ knowledge, understanding and skills in relation to their spoken English. Students learn to negotiate simple exchanges in English, combining their understanding of both verbal and non-verbal language. They refine and further develop a wide range of fundamental...

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

• English | English: Learning in English

  Students develop knowledge, understanding and skills across the strands of Language, Literature and Literacy. Each strand contributes its own distinctive goals, body of knowledge, history of ideas and interests to the study of English. 

  Learning about and using language

  In the Language...

  Overview material | English

• VCEALL287

  Build a vocabulary that draws on words of interest, topic words and sight words

  Elaborations

  • following instructions related to labelled items or locations, for example ‘Take out your laptop’, ‘Place your printed work in the “finished” basket’
  • reading sight words in a new text
  • recording words of interest in a personal dictionary or vocabulary book

  VCEALL287 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL207

  Build a vocabulary that draws on words of interest, learnt words and sight words

  Elaborations

  • identifying characters or objects that are represented in both illustrations and written text
  • labelling simple diagrams or pictures using familiar words
  • locating sight words in a familiar text
  • recording words of interest in a simple personal vocabulary book

  VCEALL207 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCELA121

  Copy own name and recognise some of the letters within it, and understand that pausing is presented as a full stop in written text

  Elaborations

  • learning that each letter has two symbols, a capital and lowercase symbol
  • recognising the capital letter of their name in other contexts
  • understanding what a full stop looks like
  • locating full stops in text

  VCELA121 | Curriculum content | English | Level D | Writing | Language

• VCELA183

  Understand that a letter can represent more than one sound, and that a syllable must contain a vowel sound

  Elaborations

  • recognising that letters can have more than one sound (for example ‘u’ in ‘cut’, ‘put’, ‘use’ and a in ‘cat’, ‘father’, ‘any’)
  • recognising sounds that can be produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’)

  VCELA183 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCELA225

  Recognise that capital letters signal proper nouns and commas are used to separate items in lists

  Elaborations

  • talking about how a comma can be used to separate two or more elements in a list, for example ‘At the museum they saw a tiger, a dinosaur and two snakes’

  VCELA225 | Curriculum content | English | Level 2 | Writing | Language

• VCELY161

  Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops

  Elaborations

  • rereading collaboratively developed texts to check that they communicate what the authors intended

  VCELY161 | Curriculum content | English | Foundation Level | Writing | Literacy

• 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

• VCEALA226

  Initiate and practise writing tasks

  Elaborations

  • copying words from everyday signs and labels, or practising tracing and writing letters, words or numbers, from charts or an alphabet strip

  VCEALA226 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA121

  Locate words in a bilingual dictionary or in class word lists

  Elaborations

  • referring to a picture or bilingual dictionary to check spelling or meaning of English words
  • locating words on classroom charts and word lists
  • adding to word lists to keep a record of words, spelling, meaning and pronunciation in English and home language

  VCEALA121 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCELA004

  Respond to words and groups of words and objects in texts and in the environment

  Elaborations

  • encountering words, images and written texts within their environment
  • reacting to texts in various modes within the environment
  • reacting to key words and familiar images

  VCELA004 | Curriculum content | English | Level A | Reading and Viewing | Language

• VCEALL232

  Use basic descriptive words

  Elaborations

  • writing simple adjectives and adverbs as single words or part of short phrases, for example ‘tall tree’, ‘run fast’
  • using simple adjectives and adverbs to express personal opinions or responses, such as ‘nice’, ‘little bit’

  VCEALL232 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL046

  Recognise familiar words and phrases

  Elaborations

  • recognising and reading personally significant words, such as own name on charts, book labels and name tags
  • locating and pointing to familiar words or phrases when prompted, for example ‘This book is about frogs. Where can you see the word “frog”?’
  • reading aloud words and phrases from familiar texts
  • recognising common words and phrases from familiar charts, labels, books
  • recognising labels for frequently accessed classroom items, for example ‘books’, ‘recycling’
  • following instructions on simple signs such as ‘Stop’, ‘Line up here’

  VCEALL046 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL260

  Use learnt words in speech

  Elaborations

  • retaining learnt words by using them in speech with the teacher, peers or family members

  VCEALL260 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCELA005

  Respond to images and words in texts

  Elaborations

  • experiencing sound, image and text used in print and screen
  • reacting to images and objects within their environment
  • attending to a preferred image or sound such as a photo or voice of a familiar adult
  • fixating on objects and tracking objects within texts

  VCELA005 | Curriculum content | English | Level A | Reading and Viewing | Language

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C1 achievement standards - Reading and Viewing

  At Level C1 students read and comprehend a range of short, simple, familiar factual or fictional texts developed by the teacher. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students understand a range of basic print instructions...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C1 | Reading and Viewing

• VCEALL110

  Identify and produce phonemes in blends or clusters at the beginning and end of syllables

  Elaborations

  • identifying and repeating rhyming words using phoneme blends, for example ‘share’ and ‘chair’; ‘mind’ and ‘find’
  • identifying words or syllables that contain the same phonemes, for example ‘bump’, ‘camp’
  • blending two or three phonemes together to make syllables, for example ‘b-oo-k’, ‘sh-ee-t’

  VCEALL110 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL282

  Use some of the terminology of reading

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • identifying features of a text in answer to questions such as ‘Who is the author of this book?’

  VCEALL282 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALA059

  Respond to the terms ‘writing’ and ‘drawing’ appropriately

  Elaborations

  • following instructions to write or draw, such as ‘Write your name’, ‘Draw a face’
  • understanding that English writing consists of words formed by letters, and sentences comprising words

  VCEALA059 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness