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• VCEALA531

  Use memory and/or home language knowledge to retrieve newly learnt words and structures

  Elaborations

  • organising newly learnt vocabulary according to home language schemas
  • calling on language peers for help translating personal needs and responses from home language to English

  VCEALA531 | Curriculum content | English as an Additional Language (EAL) | Level CL | 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

• VCEALL499

  Recognise and use common words relating to familiar class routines, people, experiences and interests

  Elaborations

  • identify, clarify and rehearse words, referring to classroom charts and personal vocabulary lists
  • using common and familiar vocabulary in speech, for example in conversation, in class discussion or when answering questions

  VCEALL499 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL542

  Use basic punctuation

  Elaborations

  • writing capital and lower- case letters and full stops accurately
  • using basic punctuation, such as commas and question marks, accurately most of the time
  • experimenting with more complex punctuation such as exclamation marks, quotation marks

  VCEALL542 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL500

  Use a range of vocabulary from lexical sets related to immediate need, interest or learning

  Elaborations

  • using a small range of words related to familiar topics, such as family, school, numbers

  VCEALL500 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALA490

  Distinguish spoken English from other languages and attempt to respond in English

  Elaborations

  • recognising the sounds and words of English when being spoken to
  • using familiar words and formulaic phrases to answer direct questions
  • assessing which language(s) the speaker knows, and responding using shared repertoire

  VCEALA490 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL501

  Imitate and practise pronunciation, stress and intonation patterns

  Elaborations

  • imitating and rehearsing pronunciation, stress and intonation patterns used by the teacher and peers
  • using word stress, rhythm and intonation in familiar interactions, for example using rising intonation for questions, and stressing key words for emphasis

  VCEALL501 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALA491

  Use sentence patterns from home language to communicate ideas

  Elaborations

  • using home language sentence patterns or word order, such as ‘the house white’, ‘I very like swimming’

  VCEALA491 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL523

  Self-correct with guidance

  Elaborations

  • self-correcting pronunciation based on feedback from the listener
  • breaking unfamiliar words into morphemes and syllables

  VCEALL523 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALC483

  Comprehend some familiar questions with support from the speaker

  Elaborations

  • comprehending questions on familiar topics, such as self and family
  • understanding common question words, such as ‘who’, ‘what’, ‘when’
  • relying on some accommodations, such as slow and deliberate speech, simple phrasing, repetition and paraphrasing

  VCEALC483 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALL517

  Recognise simple present and past tense verb forms

  Elaborations

  • identifying common regular past tense verbs ending in ‘–ed’
  • learning a small number of common irregular past tense verbs, for example ‘went’, ‘said’, ‘had’
  • matching simple present and past tense verbs to time words such as ‘today’, ‘last week’, ‘always’

  VCEALL517 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL497

  Use basic verb forms in context

  Elaborations

  • matching simple verb tense to time words, such as ‘Yesterday we did …’, ‘Tomorrow we do …’
  • sometimes using inconsistent tense when describing events in the past, present and future, for example ‘We waited and then catch the train’
  • recognising the most common irregular verbs, such as ‘do’, ‘go’, ‘be’
  • using ‘no’ or ‘not’ with adjectives or nouns to express negative forms’, such as ‘No go outside’, ‘Not me’

  VCEALL497 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features