English as an Additional Language – Speaking and Listening
Working with this format
The draft Victorian Curriculum F-10 EAL is presented in a scope and sequence format. This format highlights the strands, the content descriptions
and achievement standards. Using this table layout you can see progression across the levels in both the content descriptions and achievement
standards and can check for the developmental continuum. This format is different to the current AusVELS EAL curriculum. These differences are
highlighted in the annotated diagrams below.
Current EAL Curriculum Structure
Outline the learning for students
and suggests appropriate
experiences
Separated for each mode
© VCAA
5 December 2016
English as an Additional Language – Speaking and Listening
New EAL Curriculum Structure
STAGE – the curriculum is
written in 5 stages.
Mode – the curriculum is
written in 3 modes
Strands – the same 4
strands are used in
each mode
Mode specific
Achievement Standard for
each stage
If you are familiar with the
Victorian Curriculum structure
you will appreciate that in
addition to the content
descriptions and achievement
standards in the scope and
sequence charts there is;








Introductory materials
Rationale and aims
Structure
Learning in EAL
Glossary
Curriculum Materials
Band descriptions
Elaborations linked to
content descriptions
This content is not included in
this consultation process but
will be included when the
curriculum is published onto
the Victorian Curriculum F-10
website.
PROGRESSION
© VCAA
You will notice that each of the
content descriptions in the
scope and sequence chart is
numbered. If you want to
make a comment in relation to
a specific content description
you will be to use this number
as the reference point.
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English as an Additional Language – Speaking and Listening
Pre-Literacy Primary (PP)
Students rely heavily on teacher support and
modelling
STAGE
Strand
Strand
Primary 2 (P2)
Students complete tasks with teacher support,
modelling and scaffolding
Primary 3 (P3)
Students complete tasks with some teacher
support, modelling and scaffolding
Primary 4 (P4)
Students rely less heavily on teacher support and
modelling
Texts
Texts
Texts
Texts
Texts
1. Follow basic instructions by copying and/or
responding to behaviour of teacher and peers
10. Follow simple instructions and tasks in familiar
school routines and activities
23. Follow and contribute to class discussions on
familiar topics and new topics that are supported
by visual material
36. Follow and contribute to class discussions in
social and learning situations
49. Initiate, participate in and negotiate a range of
classroom activities and social interactions
2. Understand and respond to clear gestures and
modelling
11. Give and expand on basic personal information
with single words, phrases or formulaic expressions
24. Express ideas, humour, simple opinions and
describe feelings
37. Express ideas, humour, opinions and describe
feelings with increasing grammatical accuracy
3. Participate non-verbally in social and learning
activities
12. Identify basic items of information from short
spoken texts or visual texts
25. Follow and simply describe a short sequence
of instructions or events
38. Follow and accurately describe a sequence of
instructions or events using some detail
50. Give reasons for opinions, contribute
information and express ideas in group or class
discussions
51. Relate a series of events in time sequence
giving details involving where, when, when, who
and what
Linguistic features and structures
Linguistic features and structures
Linguistic features and structures
Linguistic features and structures
Linguistic features and structures
4. Distinguish English from other languages
13. Listen and identify changes in intonation and
stress and use intonation to add emphasis or to
distinguish statements from questions
14. Use familiar words and phrases relating to the
classroom, family, experiences, and interests using
common adjectives and adverbs
26. Listen, identify and experiment with basic
features of intonation and stress
39. Understand and experiment with intonation,
stress and pronunciation patterns
52. Understand and apply comprehensible stress,
intonation and pronunciation
27. Understand and apply a range of basic
language features such as pronouns, prepositions,
adjectives, adverbs and negation
40. Understand and apply a range of language
features with some consistency, e.g. articles,
specific time markers, and common prepositions
53. Understand and apply a range of language
features to convey shades of meaning, reference,
e.g. subject and object pronouns, and sequence
information
15. Use simple verb forms in the present tense and
negation to construct two or three word utterances
28. Use some appropriate verb and noun endings
but may overgeneralise for irregular forms
41. Use forms of the verbs ‘to be’ ‘to have’ and
verb endings with some consistency
54. Use a variety of common regular and irregular
verb tenses with some consistency
16. Use some formulaic expressions appropriately
for different purposes and functions
29. Create original expressions, substituting new
words in known formulas
42. Begin to produce more complex language and
demonstrate simple expressions of modality
55. Express probability and possibility
Cultural conventions of language use
Cultural conventions of language use
Cultural conventions of language use
Cultural conventions of language use
Cultural conventions of language use
6. Identify when a response is required and
respond non-verbally
17. Identify when a response is required and
respond appropriately
18. Demonstrate active listening through
contextually appropriate behaviours
30. Understand the context and purpose of
different classroom interactions
31. Begin to understand the appropriate language
that is used for different social situations
43. Participate in social and learning situations
19. Follow simple instructions by relying on key
words and immediate context
32. Follow simple instructions by relying on key
words and phrases in context
45. Understand that intonation, volume or stress
are used with different effects in different
situations
56. Initiate and manage interactions appropriately
in social and learning situations
57. Demonstrate awareness of the register
requirements of spoken English necessary for a
variety of purposes
58. Identify when intonation, volume stress,
pacing and repetition in English support and
convey meaning
Language strategies
Language strategies
Language strategies
Language strategies
Language strategies
7. Use non-verbal language to communicate
20. Check understanding of classroom English
asking for clarification
33. Ask questions to check meaning, clarify or
confirm the meaning of new words and phrases
46. Ask for clarification and repetition of new
words, phrases and concepts
8. Imitate behaviours and speech patterns
21. Imitate behaviours and speech patterns
34. Imitate pronunciation, stress, intonation or
familiar repetitive patterns
47. Practise pronunciation and phrasing and use
vocabulary learned from written texts in speech
9. Communicate in first language
22. Rely on other speakers to scaffold the
conversation, to interpret, to clarify or to elaborate
35. Initiate and maintain simple conversations with
guidance and support from teacher and peers
48. Initiate and maintain common social
exchanges
59. Ask for clarification, repetition, or extra time
when participating in more complex listening
tasks
60. Acquire new English words and phrases from
a variety of sources and predict meaning of
unknown words from context
61. Understand more complex spoken language
and self-correct or reformulate language to
convey meaning more clearly
5. Listen and repeat simple words needed to
express basic needs
Strand
Primary 1 (P1)
Students complete tasks with explicit teacher
support, modelling and scaffolding
© VCAA
5 December 2016
44. Experiment using language appropriate for the
situation, e.g. formal, informal
English as an Additional Language – Speaking and Listening
© VCAA
Achievement Standard
Achievement Standard
Achievement Standard
Achievement Standard
Achievement Standard
By the end of the Primary Pre-Literacy Stage,
students are able to communicate basic needs
through gestures, words or short utterances in
familiar, basic social and classroom contexts.
Students follow and respond to simple
instructions in familiar school routines and
activities. They imitate behaviours and speech
patterns.
By the end of the Primary 1 Stage students are able
to communicate simply in familiar, basic social and
classroom contexts, using simple formulaic
structures. They use words, phrases and formulaic
language to describe simple actions and events.
Students gain a growing understanding of the
behaviours, words and gestures that are appropriate
in a classroom environment. They demonstrate
comprehensible pronunciation, stress and intonation
with some elements of first language pronunciation.
By the end of the Primary 2 Stage students are
able to communicate in routine social and
classroom situations, using formulas, wellrehearsed and common sentence patterns. They
follow simple instructions, answer predictable
questions, make basic requests and simply
describe people, places and things.
Students demonstrate an initial understanding that
English changes according to context and
audience, and modify their English in response to
a range of familiar classroom and social purposes.
They utilise basic communication strategies such
as asking for repetition, questioning to clarify and
confirm and restating simply, repeating or repronouncing when necessary.
By the end of the Primary 3 Stage, students are
able to communicate and understand English in
predictable social and learning situations,
understanding some decontextualised English and
expressing simple messages in basic English.
They negotiate simple transactions and ask and
answer basic questions on familiar topics, using
familiar structures.
Students identify and describe people, places and
things and describe a series of events or actions
using mostly familiar but also newly introduced
vocabulary. They initiate, manage and sustain
interaction appropriately in a range of familiar
contexts.
By the end of the Primary 4 Stage students are
able to respond to and use the structures and
features of English appropriately in an increasing
variety of familiar formal and informal contexts.
They demonstrate awareness of the more formal
and academic register requirements of spoken
English used for classroom purposes.
Students provide greater detail through the use of
longer noun groups and adverbial phrases and
consistently and accurately use a variety of
appropriate verb tenses. They self-correct some
errors, reformulate language to convey meaning
more clearly, and add essential details to social
interactions and learning activities.
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