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• VCEALL415

  Respond appropriately to structures through word order and vocabulary rather than through intonation

  Elaborations

  • understanding vocabulary and word order for structures, such as questions, statements and negation
  • using question words rather than intonation to indicate a question; for example ‘Do you …?’, ‘What is …?’, ‘Can anybody …?’

  VCEALL415 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL583

  Recognise words for everyday items and actions, and topic-specific vocabulary that has been taught

  Elaborations

  • recognising in an unfamiliar text topic-specific vocabulary that has been taught
  • recognising words commonly used in classroom speech, when printed on signs, on notices or in classroom texts

  VCEALL583 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL649

  Use syntactic, logical and cultural cues to work out the meaning of unknown words in a text

  Elaborations

  • using other information in the text, such as syntactical patterns (for example the arrangement of words in sentences ‘The boy jumped happily’ and ‘The boy happily jumped’), consistent use of words and cultural cues to deduce meanings
  • drawing on home language knowledge of culture to deduce meanings of words or phrases

  VCEALL649 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL026

  Recognise and use words from lexical sets related to immediate communicative need, interest or experience

  Elaborations

  • use common words related to immediate needs, such as colours, numbers, days, family- and school-specific word sets
  • using a single word for a variety of purposes, for example using ‘book’ to mean ‘This is my book’, ‘Where is her book?’, ‘I’d like to borrow that book’
  • referring to classroom charts and personal vocabulary lists to identify, clarify and rehearse words
  • using a range of strategies to learn new words and phrases, such as private rehearsal, personal vocabulary lists, use in own speech and writing

  VCEALL026 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL608

  Use basic digital technology functions

  Elaborations

  • using basic functions of a keyboard and computer or other digital device, for example locating letters, numbers and symbols, using the shift key, space bar and mouse
  • using basic software applications to type text and perform simple edits, for example inserting or deleting a word
  • following simple instructions with visual support to navigate a digital text using menu items or links

  VCEALL608 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALA436

  Use an accessible English dictionary to check the meaning of new words, and/or check meanings in a home language–English bilingual dictionary

  Elaborations

  • crosschecking meaning in English and home language to confirm accurate choice of vocabulary
  • contributing to class word lists with vocabulary found by using dictionaries

  VCEALA436 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA576

  Refer to a simple bilingual dictionary or request help from peers or school staff who speak the same home language to find the meaning of unfamiliar words

  Elaborations

  • referring to a dictionary to check spelling or meaning of English words
  • drawing on a range of shared languages to negotiate meaning and clarify information
  • recording spelling, meaning and translations of new words in a vocabulary list

  VCEALA576 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Cultural and Plurilingual Awareness

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Reading and Viewing

  At Level B2 students read familiar and unfamiliar texts containing predictable structures and familiar vocabulary. These texts may be print or digital, including visual, multimodal and interactive.

  Students follow simple written instructions and questions. They identify the basic purposes...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Reading and Viewing

• 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

• VCEALC778

  Write extended factual texts conveying a variety of aspects of topics from across the curriculum

  Elaborations

  • writing extended factual texts reflecting the structure and language of the text type
  • writing a range of texts used across the curriculum areas (such as a historical essay, information report, procedure, explanation), with reference to templates and models
  • incorporating information from two or three sources used in class

  VCEALC778 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Communication

• VCEALA063

  Reread own texts or sentences written by another

  Elaborations

  • reading aloud a text scribed by the teacher
  • copying out a corrected version of own text, for example with corrected spelling or capital letters

  VCEALA063 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A1 achievement standards - Speaking and Listening

  At Level A1 students communicate in basic English in routine, familiar, social and classroom situations. They follow and give simple instructions, exchange basic personal information, and negotiate well-known, predictable activities and contexts. They begin to modify their responses and manner...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A1 | Speaking and Listening

• 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

• VCEALL158

  Use some punctuation consistently

  Elaborations

  • using a range of common punctuation, such as full stops, question marks, commas
  • starting sentences with a capital letter and ending with a full stop, question mark or exclamation mark
  • correcting capital letters and full stops when reviewing own or others’ writing

  VCEALL158 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL079

  Experiment with some familiar punctuation

  Elaborations

  • using basic punctuation some of the time, such as full stops at the end of sentences, capital letters to begin sentences and for names
  • writing capital and lower-case letters and full stops accurately when copying
  • beginning to copy more complex punctuation accurately, such as commas, question marks, exclamation marks, quotation marks

  VCEALL079 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALA222

  Rewrite following explicit correction

  Elaborations

  • copying out a corrected version of own text, for example with corrected spelling or capital letters
  • attempting to self-correct by copying spelling or sentences from classroom texts

  VCEALA222 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALL337

  Use simple descriptive phrases

  Elaborations

  • using a range of adverbial phrases to express circumstances of place (‘over there’), location (‘in the room’) and time (‘last week’)
  • using a range of regular comparative adjectives (‘bigger’, ‘older’, ‘healthier’), some irregular comparatives (‘better’, ‘more’) and comparatives with three or more syllables (‘more expensive’, ‘more beautiful’), with occasional errors
  • forming some negative comparisons using a range of forms with developing accuracy, for example ‘not as big as’, ‘less expensive’, ‘less healthy’

  VCEALL337 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

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

  At Level C3, through guided activities, students write texts based on an extensive range of fictional and factual text types from across the curriculum, showing an awareness of purpose and audience. They consistently use the basic structures of these text types, and demonstrate consistent but...

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

• VCEALA065

  Use some conventions from home language when writing

  Elaborations

  • using some conventions from home language script, such as writing right to left or using letters or symbols from home language
  • using invented spelling that may draw on home language sounds or on own pronunciation

  VCEALA065 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALC374

  Write simple personal texts

  Elaborations

  • following a template or model text and filling in details to write personal texts, such as letters of invitation, thanks to visitors, blogs or emails
  • writing simple texts related to personal experiences or shared classroom activities

  VCEALC374 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Communication