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• VCEALA225

  Use home language to express ideas

  Elaborations

  • writing in home language script or transliterating the sound of a home language word in Roman letters when the English word is unknown
  • asking language peers to explain the meaning of a home language word when asked by the teacher, for example by pointing, drawing or using known language

  VCEALA225 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA719

  Plan and draft text with support from peers and teacher

  Elaborations

  • drawing on knowledge of text types to identify an appropriate text type to use, for example a report to communicate information, an exposition essay to argue a point
  • drawing on previous learning, notes and templates to plan the structure of the text
  • drafting based on a plan showing text organisation and sequence of ideas

  VCEALA719 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• 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

• VCEALA783

  Draw on home language resources to communicate more complex ideas

  Elaborations

  • asking language peers for assistance with translations and related ideas for a home language term or expression
  • using specific vocabulary, idioms or quotations translated from home language to emphasise a point
  • translating and explaining cultural ideas from home language into English

  VCEALA783 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Cultural and Plurilingual Awareness

• VCEALA464

  Draw on home language resources to communicate more complex ideas

  Elaborations

  • using quotations or specific vocabulary translated from home language to emphasise a point
  • translating and explaining cultural ideas from home language into English
  • asking for assistance from language peers to contribute translations and related ideas for a home language term or expression

  VCEALA464 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALA510

  Demonstrate interest in reading books

  Elaborations

  • engaging in library sessions, shared reading and independent reading activities
  • seeking and selecting books from the school or class library to read or share with family members
  • discussing books with peers and the teacher, for example talking about a character or topic, pointing out illustrations of interest

  VCEALA510 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC570

  Read with understanding a range of simple texts based on predictable language structures and vocabulary

  Elaborations

  • reading a small range of familiar text types, such as simple recounts, narratives, procedures
  • applying subject knowledge and understanding of common or learnt vocabulary to understand the main meaning of a short text
  • sequencing information, summarising key points or representing information in a visual form

  VCEALC570 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALC486

  Express personal meanings non-verbally or using simple language

  Elaborations

  • showing personal non-verbal responses to oral texts, such as indicating a positive or negative reaction by smiling, nodding or pointing
  • beginning to use common expressions of opinion, for example ‘I think’, ‘I like’
  • using simple vocabulary to express personal needs and wants, such as ‘hungry’, ‘help’

  VCEALC486 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALC454

  Use a range of visual material or other cues to support factual texts

  Elaborations

  • adding labelled diagrams or illustrations to an information report or report on a science experiment
  • creating a mind map to summarise the facts in a text, in the introduction or conclusion section
  • writing a dot-point list to outline key ideas in a report, using a simple introductory sentence stem, for example ‘The main effects of air pollution are: …’

  VCEALC454 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Communication

• VCEALC167

  Identify basic items of information in short spoken texts

  Elaborations

  • naming or describing pictures, for example using names of people, single words for feelings, colours
  • pointing to relevant parts of pictures when speaking about them
  • answering specific questions about the spoken text based on familiar question stems such as ‘Who …?’, ‘Where was …?’, ‘When did …?’

  VCEALC167 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | 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

• VCEALC032

  Identify familiar words and simple sentences and match them to images

  Elaborations

  • using images to discern the storyline of a text and predict individual words in texts about familiar topics
  • identifying the main character in an image
  • pointing to images of familiar words, for example ‘apple’, ‘girl’, ‘house’
  • matching a short description to an image, for example ‘a green fruit’

  VCEALC032 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Communication

• VCEALC243

  Participate in extended conversations with reliance on other speakers to scaffold, interpret, clarify or elaborate

  Elaborations

  • seeking help or clarification from other speakers, for example through home language, gesture or rewording
  • responding with short or sometimes more extended responses, including answering questions, adding to other speakers’ points or giving personal opinions
  • borrowing key topic words and question structures to help formulate responses

  VCEALC243 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALL650

  Understand the function of punctuation marks

  Elaborations

  • identifying a range of punctuation marks in text, for example full stops, commas, question marks, quotation marks, semicolons
  • attending to punctuation marks when reading aloud, for example pausing at appropriate points in the text, adjusting speech to reflect dialogue

  VCEALL650 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL044

  Understand and use simple metalanguage for books and reading

  Elaborations

  • understanding terminology such as ‘book’, ‘author’, ‘picture’, ‘word’
  • identifying and naming elements of book layout and aspects of reading, such as word, letter, page, title, cover
  • pointing to parts of a book in response to questions such as ‘What is the author’s name?’, ‘Find the start of the sentence’

  VCEALL044 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL042

  Recognise and explore different types of texts

  Elaborations

  • identifying and engaging with print and visual texts
  • exploring a small range of simple text types such as recounts, narratives, information reports
  • navigating different types of texts, for example turning the pages of a book, clicking links on a website, finding points of interest on a map

  VCEALL042 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL733

  Use punctuation marks to create effects in writing, such as pauses and emphasis

  Elaborations

  • using a range of punctuation consistently, such as full stops, commas, colons, exclamation marks, question marks, apostrophes
  • using commas to indicate pauses and separate clauses
  • using punctuation to create effects in writing, such as commas or ellipses to indicate pauses, exclamation marks to emphasise a point
  • using correct punctuation for direct speech and quotations most of the time

  VCEALL733 | Curriculum content | English as an Additional Language (EAL) | Level C3 | 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

• VCEALL024

  Understand gender in common personal and possessive pronouns

  Elaborations

  • pointing correctly to people or illustrations based on questions or instructions using gendered personal (‘him’, ‘her’) or possessive pronouns (‘his’, ‘her’), for example ‘Who is he?’, ‘Which is her bag?’
  • using gendered pronouns with accuracy some of the time, for example ‘He is my dad’, ‘My aunty, he …’

  VCEALL024 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features