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• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C2 achievement standards - Speaking and Listening

  At Level C2 students use simple but effective strategies for initiating communication and negotiating meaning. They communicate effectively in a range of familiar social and some basic academic contexts, experimenting with and adapting their developing English and cultural understanding. With...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL | Level C2 | Speaking and Listening

• English | English as an Additional Language (EAL): Rationale and Aims

  Rationale

  The English as an Additional Language (EAL) curriculum is central to the learning and development of all young Australians for whom English is not their home language. Through learning EAL, students build their capacity to communicate confidently and effectively. This learning also...

  Overview material | English as an Additional Language (EAL)

• VCEALL495

  Use simple conjunctions to link ideas in short utterances

  Elaborations

  • connecting ideas using common coordinating conjunctions, such as ‘and’, ‘but’
  • linking ideas in short utterances using simple conjunctions, such as ‘I finish number 1 but not number 2’

  VCEALL495 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 achievement standards - Writing

  At Level A2 students communicate ideas, events and experiences through simple texts based on familiar spoken and written language. They write for a variety of personal and classroom purposes, using known and modelled structures and features. They write everyday texts and simple stories, recounts...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A2 | Writing

• 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

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

  At Level B2 students communicate and learn English in predictable social and learning situations, understanding some de-contextualised English and expressing simple messages in basic English. They negotiate simple transactions and ask and answer basic questions on familiar topics, using familiar...

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

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

  At Level B2 students write for a range of purposes on familiar topics. They write simple, organised texts demonstrating a developing use of specific vocabulary and simple sentence structures. Their writing demonstrates an understanding of the purposes of common text types, and their structures...

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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C2 achievement standards - Reading and Viewing

  At Level C2 students read and comprehend a range of short, familiar fictional and factual texts and, when well supported, some unfamiliar texts. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students show some comprehension beyond...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C2 | Reading and Viewing

• VCEALC324

  Comprehend social English in most familiar contexts, and use conversation partners to support understanding

  Elaborations

  • using support from conversation partners, including gestures, modified speech, provision of wait-time
  • repeating and adapting another speaker’s words to formulate responses, such as Student 1: ‘Where did you plant the seeds?’ Student 2: ‘Plant the seeds in a pot’

  VCEALC324 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC113

  Understand information in texts read and viewed in class

  Elaborations

  • demonstrating understanding of simple factual or fictional texts by performing a task, such as following written instructions to plant a seed in a pot, dramatising or drawing parts of a story
  • answering simple questions, indicating true/false statements or sequencing information from a text
  • matching phrases and sentences from the text to images or diagrams showing the same ideas
  • obtaining information from simple diagrams or graphs
  • demonstrating understanding of new texts and responding to them, for example reading along with repetitive sections or predicting what comes next

  VCEALC113 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Communication

• 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