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• VCEALL580

  Demonstrate awareness of basic sentence and question patterns

  Elaborations

  • ordering words and phrases to create grammatical and logical sentences and questions
  • pointing out the subject, verb and object in sentences such as ‘She bought some fruit’
  • identifying question words such as ‘who’, ‘what’, ‘why’

  VCEALL580 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL344

  Self-correct and improve aspects of pronunciation that impede communication

  Elaborations

  • identifying specific words in a text that may pose pronunciation problems, based on guidance from the teacher, such as ‘Find all the words ending in “s”’
  • asking for support with communication, such as ‘What is the difference between “walk” and “work”?’

  VCEALL344 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL604

  Use emerging language to create desired effects

  Elaborations

  • combining known words to create degrees of emphasis or nuance, for example ‘very, very sad’
  • using vocabulary that is familiar or common in texts
  • recording frequently used vocabulary in a personal word list

  VCEALL604 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• 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

• VCEALL631

  Self-correct and improve aspects of pronunciation that impede communication

  Elaborations

  • identifying specific words in a text that may pose pronunciation problems, based on specific guidance from the teacher, such as ‘Find all the words ending in “s”’
  • asking for support with communication, such as ‘What is the difference between “walk” and “work”?’

  VCEALL631 | Curriculum content | English as an Additional Language (EAL) | Level C2 | 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

• 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

• 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

• VCEALL473

  Use some antonyms and synonyms

  Elaborations

  • using a range of synonyms to avoid repetition
  • accessing resources such as word lists or a print or online thesaurus to help identify antonyms and synonyms

  VCEALL473 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | 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

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C4 description

  The Level C4 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English in order to make them more autonomous users of language. At this level, students learn to use their expanding vocabulary and knowledge of a broad range of grammatical...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C3 description

  The Level C3 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English. At this level, students learn to listen, question and respond in English in a broad range of contexts. Students are provided with a variety of listening and speaking...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• VCEALA332

  Use home language resources to support understanding of classroom English

  Elaborations

  • using home language and English to ask for or give clarification of classroom instructions, vocabulary and subject content with same language peers
  • accessing home language or bilingual resources such as dictionaries, online translation tools or information texts to support understanding of classroom content
  • recording words and information in a personal word list in both home language and English

  VCEALA332 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA143

  Demonstrate understanding that handwritten texts usually need to be planned, edited and presented

  Elaborations

  • using graphic organisers to develop a simple plan for writing
  • editing and re-drafting writing by using simple strategies
  • reading own writing aloud to check meaning
  • following feedback from teacher or peers to delete or add words to clarify meaning
  • correcting spelling with reference to word lists or dictionaries

  VCEALA143 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA555

  Use home language to formulate speech in English and communicate ideas

  Elaborations

  • formulating original utterances to communicate ideas, combining English vocabulary with home language sentence patterns
  • referring to home language while formulating speech, which may be reflected in pauses and hesitation
  • translating word for word from home language to English, before adapting the translation using English sentence structure

  VCEALA555 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA767

  Compare connotations of synonyms and antonyms in English and home language, referring to a dictionary or thesaurus in each language

  Elaborations

  • using a bilingual dictionary, thesaurus or online tool to search for synonyms and antonyms for a known word in one language
  • crosschecking meaning in home language and English to confirm accurate choice of vocabulary
  • contributing to class word lists with vocabulary found using dictionaries and other resources

  VCEALA767 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA620

  Use home language resources to support use of English

  Elaborations

  • asking same language peers to clarify new vocabulary and ideas
  • referring to home language or bilingual texts, such as glossaries, bilingual dictionaries or online translation tools, for definitions of new vocabulary
  • recording words and information in a personal word list in both home language and English

  VCEALA620 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL669

  Use modelled subject-specific vocabulary appropriately

  Elaborations

  • using subject-specific vocabulary accurately in sentences or short modelled texts
  • labelling diagrams or filling in tables using subject-specific vocabulary
  • recording subject-specific vocabulary in an organised way, for example using a word cline, word map or labelled diagram

  VCEALL669 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL695

  Identify specific pronunciation problems that need attention

  Elaborations

  • identifying key words in a text that may pose pronunciation problems, based on general guidance from the teacher, such as ‘Highlight all the words ending in a consonant’
  • articulating specific difficulties with pronunciation, such as ‘I can’t tell the difference between “walk” and “work”’

  VCEALL695 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL630

  Use pronunciation and some non-verbal features to support communication

  Elaborations

  • using stress or intonation appropriately in common utterances, for example using rising intonation when asking questions, and stressing key words in short utterances
  • distinguishing different intonation patterns, such as for questions, statements, lists
  • attending to pronunciation and imitating and rehearsing in order to pronounce polysyllabic words

  VCEALL630 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features