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• VCEALA276

  Experiment with using a picture or simple English dictionary and/or a home language–English bilingual dictionary to find words

  Elaborations

  • using a picture dictionary or bilingual dictionary to search for a word in English

  VCEALA276 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B1 achievement standards - Reading and Viewing

  Students working at Level B1 read short familiar texts, based on simple language structures and features, common vocabulary and familiar contexts. They retell simply, predict likely outcomes, sequence ideas, and complete basic comprehension activities. These texts may be print or digital, including...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Reading and Viewing

• VCEALA300

  Create short, simple texts for particular purposes, with some support and modelling

  Elaborations

  • using learnt text structures or model texts to begin writing independently
  • creating simple responses to texts, for example replying to a letter or stating a personal opinion about an issue in a video clip
  • building on feedback from previous writing tasks to improve accuracy and extend sophistication in writing

  VCEALA300 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALC297

  Write ‘real world’ texts

  Elaborations

  • making a list of items to take on excursion, using the names of familiar objects
  • writing a letter introducing themselves, using some formulaic expressions such as ‘Dear …’, ‘I live in …’
  • writing a simple story to share with the class, based on listening to a story told at home

  VCEALC297 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Communication

• VCEALL316

  Use repetition for effect

  Elaborations

  • repeating words for emphasis or impact, such as ‘many, many people’

  VCEALL316 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALA302

  Rewrite after correction, discussion or prompting

  Elaborations

  • following feedback to delete or add words to clarify
  • correcting spelling with reference to word lists or dictionaries

  VCEALA302 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALA305

  Translate literally from home language to English

  Elaborations

  • translating word-for-word from home language to English, before adapting the translation into English sentence structure
  • using a bilingual dictionary to find translations of new words, and noting these in home language and English

  VCEALA305 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | 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

• 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

• VCEALL315

  Incorporate learnt vocabulary into writing

  Elaborations

  • matching words to definitions or labelling diagrams
  • referring to classroom charts and personal vocabulary lists for key vocabulary

  VCEALL315 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL308

  Attempt to write paragraphs and topic sentences

  Elaborations

  • grouping sentences about the same topic into simple paragraphs
  • using key words to write a simple topic sentence at the beginning of most paragraphs

  VCEALL308 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALA248

  Speak or listen appropriately during class interactions

  Elaborations

  • displaying appropriate listening behaviours, such as attentive posture, appropriate facial expressions and gestures
  • attending to the expressions of other speakers and incorporating cues such as questions or key words in own responses

  VCEALA248 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC242

  Ask for repetition or clarification to confirm understanding or elicit help

  Elaborations

  • 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?’

  VCEALC242 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALC244

  Understand the language of classroom routines

  Elaborations

  • understanding common classroom action verbs such as ‘sit’, ‘collect’, ‘pack up’
  • following simple task instructions by relying on key words or phrases in context
  • making simple requests and expressing needs, thoughts and opinions

  VCEALC244 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALL258

  Attempt to self-correct

  Elaborations

  • self-correcting pronunciation based on feedback from the listener
  • re-pronouncing words or rephrasing sentences with guidance from the listener
  • rephrasing utterances in simple ways when the listener indicates they have not understood

  VCEALL258 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALC243

  Participate in extended conversations with reliance on other speakers to scaffold, interpret, clarify or elaborate

  Elaborations

  • seeking help or clarification from other speakers, for example through home language, gesture or rewording
  • responding with short or sometimes more extended responses, including answering questions, adding to other speakers’ points or giving personal opinions
  • borrowing key topic words and question structures to help formulate responses

  VCEALC243 | Curriculum content | English as an Additional Language (EAL) | Level B1 | 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

• VCEALL255

  Use a small range of basic verb forms accurately

  Elaborations

  • matching simple verb tense to time words, such as ‘Yesterday we went …’, ‘Now we can eat lunch’, ‘Tomorrow we will go …’
  • maintaining consistent tense when describing events in the past, present and future, for example ‘I walked to his house and we played games’
  • using ‘no’ or ‘not’ with verbs, adjectives and nouns to express negative forms, such as ‘Not play’, ‘I no sad’, ‘Me no’

  VCEALL255 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features