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• VCEALL563

  Identify key vocabulary and ideas from short, familiar spoken texts, supported by context

  Elaborations

  • recognising familiar and learnt vocabulary in short spoken texts
  • using contextual information, including illustrations, word lists or print texts, to identify key ideas and predict vocabulary

  VCEALL563 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL467

  Organise texts in simple, logically ordered paragraphs with topic sentences

  Elaborations

  • grouping sentences on the same topic into paragraphs
  • sequencing sentences logically within the paragraph to develop a simple elaboration or argument
  • writing topic sentences that indicate the topic using key words

  VCEALL467 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL648

  Recognise common vocabulary and learnt topic-specific vocabulary from different curriculum areas

  Elaborations

  • understanding words learnt from classroom interactions and texts
  • recognising in an unfamiliar text topic-specific vocabulary that has been learnt in other curriculum areas, for example ‘angle’, ‘primary’, ‘foul’

  VCEALL648 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL074

  Use some common noun–verb and adjective–noun combinations

  Elaborations

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

  VCEALL074 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL029

  Recognise ways intonation is used to enhance meaning or distinguish statements from questions

  Elaborations

  • recognising emotions expressed through intonation, such as happiness, anger
  • distinguishing between questions, instructions and statements based on clear intonation and contextual information such as the actions of peers
  • using rising intonation for questions and stressing key words for emphasis

  VCEALL029 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL578

  Locate directly stated information in a text or illustration

  Elaborations

  • using organisational features, such as layout, illustrations and headings, to find information in texts
  • understanding key words in questions or instructions and matching these to illustrations
  • following simple instructions to find information in a digital text by following links and headings

  VCEALL578 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALA011

  Use simple strategies to respond to conversation breakdown

  Elaborations

  • attempting to repeat, re-pronounce or self-correct key words when prompted by the listener
  • using simple formulaic expressions to ask for clarification, for example ‘Please say again’, ‘What is that?’
  • listening to and using speaker’s key words when asking for clarification, for example ‘What “sibling”?’
  • using appropriate social conventions such as ‘please’ and ‘thank you’ when making requests

  VCEALA011 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL020

  Use a small range of grammatical patterns

  Elaborations

  • expressing simple statements, questions and commands using common words in order, supported by intonation, for example ‘She go’, ‘My book?’, ‘Give me’
  • generalising some grammatical patterns to new contexts, though with some inaccuracies, such as ‘to the farm’, ‘to the Australia’
  • using patterns to create new forms of words, though with some overgeneralisation, such as ‘played’, ‘eated’, ‘goed’

  VCEALL020 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL073

  Write sentences or phrases that reflect own oral structures

  Elaborations

  • writing simple strings of words that approximate sentences, such as ‘Go to school’, ‘Go home’, ‘Come from’
  • using the most common coordinating conjunctions (‘and’, ‘but’) to connect clauses, sometimes writing run-on sentences, such as ‘At school teacher teach us and we work and we play’
  • writing with some errors in word order, such as ‘I saw a car blue’

  VCEALL073 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALA463

  Employ a range of strategies to expand vocabulary

  Elaborations

  • using a bilingual dictionary, thesaurus or online tool to search for a variety of vocabulary
  • crosschecking meaning in home language and English to confirm accurate choice of vocabulary
  • recording vocabulary in a personal list including details such as translation in English and home language, pronunciation, meaning, usage and related words

  VCEALA463 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALA460

  Plan individually and review own writing

  Elaborations

  • using templates and checklists to support independent reviewing of own writing
  • using a function such as a spellchecker in a software application to edit for accuracy, and a synonyms list to consider alternative words for effect
  • referring back to feedback on previous writing in order to attend to similar issues

  VCEALA460 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALA191

  Show awareness that texts convey meaning

  Elaborations

  • understanding that print words contain a consistent message
  • understanding that different texts have different purposes, including picture books, class writing, diaries
  • identifying a familiar book or text that contains a particular message, for example when asked ‘Which book told us about the rainforest?

  VCEALA191 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA594

  Redraft text with support, incorporating corrections and suggestions

  Elaborations

  • following the teacher’s feedback to edit own work, for example correcting spelling, changing word order
  • reading text to the teacher or peers and making changes to the original text in light of the audience’s comments
  • using checklists to review own or peers’ writing

  VCEALA594 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALA684

  Clarify in home language to check understanding

  Elaborations

  • seeking clarification from home language peers about new vocabulary and concepts
  • referring to home language or bilingual glossaries, dictionaries or online translation tools for explanation of new vocabulary and information
  • recording words and information in personal dictionaries or notes to indicate meaning, pronunciation and usage

  VCEALA684 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA009

  Use non-verbal language to sustain interaction with others

  Elaborations

  • demonstrating attention through non-verbal behaviours such as body orientation, eye contact, nodding, smiling, laughing, gesturing
  • interacting appropriately by copying the actions of peers
  • recognising that some particular words, gestures and intonations may be appropriate or inappropriate in certain contexts

  VCEALA009 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA383

  Share ideas and feedback in home language

  Elaborations

  • formulating questions in home language or English to ask peers or teacher about the meaning of unfamiliar words
  • planning a text collaboratively by discussing ideas, structure and language with same language peers before writing
  • explaining feedback using home language in peer-editing activities

  VCEALA383 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA145

  Model writing on other texts

  Elaborations

  • using words, phrases or sentence patterns from a teacher-modelled text, a favourite story or home language text
  • constructing a short, basic text type, following the structure of a model text, for example copying sentence beginnings in the same order

  VCEALA145 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALC166

  Negotiate familiar social situations and learning activities with the teacher or with friends

  Elaborations

  • understanding simple, predictable questions
  • following simple instructions using the actions of others as cues, for example moving to the floor or collecting a book
  • making simple requests or expressing needs using actions, single words and short phrases
  • giving simple responses, such as nodding or saying ‘yes’, ‘no’ or short learnt phrases

  VCEALC166 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALC112

  Understand a small range of simple, familiar texts

  Elaborations

  • reading back own writing
  • reading well-known words or phrases (such as ‘Tuesday’, ‘Once upon a time’) in new contexts
  • recognising familiar vocabulary in new simple texts
  • reading a range of topic-related texts, including informative, imaginative and persuasive texts, with support

  VCEALC112 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Communication

• VCEALC115

  Respond to texts in personal and creative ways

  Elaborations

  • responding creatively to a text, for example role-playing or drawing a picture
  • talking about features of a story or poem that have personal appeal, such as fantasy elements, favourite characters, interesting words or phrases
  • responding to texts through art, drama, movement and music
  • talking about a favourite page to peers

  VCEALC115 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Communication