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• VCEALC696

  Interpret and respond to accessible texts from across the curriculum

  Elaborations

  • reading and viewing in-school texts, including a range of factual and fictional text types, in print and digital formats
  • understanding background information associated with the content and text type, including the purpose and structure

  VCEALC696 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALC715

  Write an argument or discussion

  Elaborations

  • writing a small range of texts that present a point of view, such as an argument or discussion
  • referring to model texts or templates to structure texts logically and construct a cohesive argument, for example providing supporting arguments, linkage between ideas
  • expressing a point of view using subjective language (such as ‘I think’) and some objective language (such as ‘It has been shown’)

  VCEALC715 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Communication

• VCEALA764

  Analyse and interpret language choices and organisation of particular text types in relation to their purpose, audience and context

  Elaborations

  • comparing the structure and language of texts for different audiences or purposes related to the same topic, for example a car advertisement or road safety pamphlet
  • identifying points of view that are represented in texts, and suggesting perspectives that are missing
  • using metalanguage to name and describe features of texts

  VCEALA764 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA766

  Discuss specific characteristics and features of texts in relation to another known language

  Elaborations

  • comparing and contrasting features of texts in English and another known language, for example text structure, use of evidence, levels of formality, vocabulary choices
  • comparing or contrasting views represented in texts with different cultural values, including personal experiences
  • using metalanguage to name and describe features of texts

  VCEALA766 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC760

  Summarise the nature and content of a text, including making evaluative comments

  Elaborations

  • using a range of reading and viewing strategies to understand the content of the text, such as skimming, scanning, referring to dictionaries or other texts
  • evaluating aspects of language and content that impact the relevance, reliability or accessibility of the text
  • summarising key ideas from a text in a range of forms, such as notes and visual texts

  VCEALC760 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Communication

• VCEALC700

  Respond to imaginative texts, showing an understanding of key events, characters and issues

  Elaborations

  • responding to a range of creative texts, such as poems, short stories, novels, films, songs
  • showing understanding of key events, characters and issues by retelling, transforming or extending parts of the text
  • expressing a point of view and connecting aspects of the text to personal experience
  • drawing basic inferences from a text, such as describing the feelings of a character or suggesting the opinion of the author

  VCEALC700 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALC635

  Read long, complex texts with support from the teacher

  Elaborations

  • reading a new story with occasional prompts and corrections from the teacher
  • identifying key words from questions in headings or topic sentences in order to extract key information from a factual text
  • giving a personal response, such as expressing a point of view

  VCEALC635 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Communication

• VCEALL475

  Create mood and feeling through the selection of appropriate vocabulary and idiom

  Elaborations

  • choosing vocabulary to express shades of meaning, for example choosing for effect ‘cloudy’, ‘gloomy’ or ‘bleak’
  • understanding differences between specialised and colloquial language, for example ‘feline’, ‘cat’ and ‘moggy’
  • using some idioms learnt from reading and viewing, in creative or personal writing

  VCEALL475 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL418

  Understand how modal verbs express probability and possibility

  Elaborations

  • recognising modal verbs that express probability and possibility, such as ‘may’, ‘will’, ‘could’, ‘must’
  • understanding modality when listening to others and responding appropriately, for example ‘You may pack up, but you must stay inside’
  • using modal verbs to express a point of view, for example ‘I will enjoy that’ and ‘It could fall over’

  VCEALL418 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL729

  Use a range of expressions to qualify opinions

  Elaborations

  • using modals (such as ‘may’, ‘might’) to signify opinions, for example ‘The forest may be changed by this protest action ’
  • writing formulaic expressions to introduce personal opinions, such as ‘In my view …’, ‘I believe …’
  • beginning to use subjective expressions to express opinions indirectly, such as ‘According to research …’, ‘Many consumers think …’

  VCEALL729 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALA638

  Identify and discuss the purpose, audience and context of particular texts

  Elaborations

  • engaging with texts from different contexts, such as school, the media, workplaces, community, different cultures
  • suggesting reasons why different audiences might read or view the text, for example ‘Teenagers might read this to study for a driving text’, ‘Adults might read this for safety information’
  • using a small range of modelled metalanguage to name and describe features of texts

  VCEALA638 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA116

  Understand how different types of images in texts contribute to meaning

  Elaborations

  • reading and viewing a range of factual and imaginative texts incorporating images, for example an illustrated story, report with diagrams, short documentary, infographic poster
  • using images on book covers or within the text to predict content
  • making connections between images and print text, for example matching a character’s name to an image, finding the name of a country on a map

  VCEALA116 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA118

  Understand that texts can reflect a variety of ideas and perspectives

  Elaborations

  • recognising that texts may reflect a variety of cultural beliefs, practices and views
  • suggesting an audience for a text, for example ‘This book was written for children’
  • choosing narratives centred on a range of characters with different profiles and experiences
  • giving a simple personal response to a text, for example ‘I enjoyed it’, ‘I learnt about …’
  • comparing and contrasting ideas and experiences in texts with own experience

  VCEALA118 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC087

  Understand key information in a short spoken or multimodal text

  Elaborations

  • identifying familiar words used in a spoken text, such as basic vocabulary, animal names, colours
  • understanding common sentence structures that make connections between ideas, for example ‘I like pets and having fun’
  • using questions to help identify relevant items of information, for example Student 1: ‘What colour was it?’ Student 2: ‘It was blue’
  • pointing to parts of pictures that are mentioned in the text or conversation
  • identifying key points of information from short spoken texts with reduced visual support
  • understanding key information after viewing digital and multimodal texts, such as age-appropriate television shows or movies
  • listening to a story and then retelling or sequencing the story using pictures

  VCEALC087 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication