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• VCEALA148

  Understand a small range of terminology of writing

  Elaborations

  • understanding terminology such as ‘letter’, ‘word’, ‘sentence’, ‘comma’
  • understanding a small range of more technical terminology in structured activities, such as underlining verbs in a short text
  • following instructions for writing, for example ‘Fill in your name’, ‘Write each sentence on a new line’

  VCEALA148 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA529

  Take part in shared writing activities

  Elaborations

  • listening to the contributions of others and adding new or different ideas
  • making suggestions about the ideas to include in the text, based on personal experience and class topics

  VCEALA529 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Cultural and Plurilingual Awareness

• VCEALA061

  Choose a topic to write or draw about

  Elaborations

  • initiating writing or drawing about personal experience or classroom topics
  • writing a simple response to a familiar text, for example using characters or a setting from a familiar story

  VCEALA061 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALC136

  Write short, simple texts independently

  Elaborations

  • imitating the structure and style of familiar texts by using similar vocabulary, repetitive patterns, similar content or characters
  • writing phrases and short sentences learnt from repetition, chorusing or a familiar class text
  • completing cloze activities based on a class text experience
  • writing simple phrases as captions or explanations for images

  VCEALC136 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Communication

• VCEALC057

  Write a simple text that fulfils a function

  Elaborations

  • writing a simple description, recount or procedure after a shared class experience, for example a short text recounting making pancakes
  • writing the names of items depicted in images
  • copying and completing short, formulaic sentences to describe images, such as ‘This is a …’
  • choosing a sentence from a class text to use as a caption for an image

  VCEALC057 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Communication

• VCEALL228

  Write very short, simple texts

  Elaborations

  • write a small number of related phrases or sentences together, for example, when describing a picture, ‘Mum and Dad’, ‘in our house’

  VCEALL228 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL786

  Write a range of cohesive texts with accuracy

  Elaborations

  • connecting ideas at the whole-text level using organisational features, such as detailed introductions containing a preview of key ideas, conclusions containing a clear summary
  • writing cohesive paragraphs with logical connections between ideas in each sentence

  VCEALL786 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL070

  Show evidence of layout or planning in writing

  Elaborations

  • formatting pages consistently, for example writing the date and a heading, ruling a margin
  • planning for a range of text features, for example placing text appropriately on a page, leaving space for drawing

  VCEALL070 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL724

  Write cohesive texts for a range of purposes

  Elaborations

  • connecting ideas and information at the whole-text level, for example writing topic sentences to focus paragraphs, and to connect paragraphs to the introduction and conclusion
  • ordering ideas in a paragraph so that they follow a logical sequence, for example chronological order, most common to least common examples

  VCEALL724 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL471

  Write using extended descriptive phrases

  Elaborations

  • writing extended noun phrases, such as ‘a large shark with sharp teeth’, using an expanding range of elements including pointers (‘a’, ‘the’, ‘my’), concrete and abstract key nouns (‘shark’, ‘packet’, ‘idea’), describers (‘large’, ‘empty’, ‘excellent’), classifiers (‘endangered’, ‘recyclable’, ‘financial’) and simple qualifiers (‘with sharp teeth’, ‘in my bag’)
  • applying rules for expressing comparisons, such as ‘as … as’, ‘more … than’, ‘–er than’
  • using short relative clauses to expand descriptions, for example ‘The girl who was late had to go to the office’

  VCEALL471 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL390

  Write sentences with some common errors

  Elaborations

  • writing with some errors such as omission of articles (‘I kicked ball’) and verb endings (‘I am good at defend the goal’), and varied tenses (‘We went to the park and play soccer’)

  VCEALL390 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL072

  Write simple repetitive modelled sentences

  Elaborations

  • writing a small range of sentences copied from a model text, such as ‘I like …’, ‘I went to …’, ‘Today is …’
  • writing repetitive sentence beginnings, for example ‘I … Then I … Then I …’

  VCEALL072 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL150

  Make a simple plan before writing

  Elaborations

  • writing simple headings to structure a text before writing
  • following model texts or templates to arrange learnt text types
  • separating ideas in texts by leaving a line or writing a heading
  • locating images close to relevant written information
  • using basic tools in a software application to format a digital text, for example formatting headings in a larger font, placing images near relevant text

  VCEALL150 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL308

  Attempt to write paragraphs and topic sentences

  Elaborations

  • grouping sentences about the same topic into simple paragraphs
  • using key words to write a simple topic sentence at the beginning of most paragraphs

  VCEALL308 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCELY127

  Copy and write letters, symbols and numbers

  Elaborations

  • using letters (including letter-like symbols) when 'writing'
  • using a tripod grip to hold and handle writing implements
  • developing finger strength and endurance by holding and handling small objects and materials

  VCELY127 | Curriculum content | English | Level D | Writing | Literacy

• VCEALA140

  Write simple sentences with minimal reliance on copying

  Elaborations

  • using common and familiar vocabulary from interactions or familiar classroom contexts and texts
  • using spoken-like language structures based on familiar contexts and interactions, such as simple sentences about personal topics, long compound sentences listing a series of events

  VCEALA140 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA657

  Reflect on own writing through class discussion

  Elaborations

  • discussing strengths and limitations of own texts with peers in structured activities, for example assessing a text against a checklist, comparing paragraphs written by different authors
  • understanding and responding to feedback about the text structure, sequencing of ideas, expression, and vocabulary choices in own writing

  VCEALA657 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Cultural and Plurilingual Awareness

• VCEALC453

  Write narrative texts that maintain a cohesive storyline and characterisation

  Elaborations

  • using a template or model text to write a text that follows a narrative structure
  • constructing a cohesive storyline through the development of a sequence of events and characters
  • creating or adapting a narrative in print or digital form, including visual or multimodal forms

  VCEALC453 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Communication

• VCEALC777

  Write an extended argument or discussion on a familiar issue

  Elaborations

  • writing a range of texts that present and justify a point of view, such as an argument, discussion, debate
  • building cohesive arguments, for example by showing supporting evidence, development of ideas, rebuttal
  • using a wide range of objective language to express points of view indirectly, such as ‘Evidence shows’, ‘It is clear from the film that …’

  VCEALC777 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Communication

• VCEALC138

  Write a small range of everyday texts and personal texts

  Elaborations

  • writing everyday texts and simple short stories, recounts and factual texts, based on own and shared class experiences
  • writing for a ‘real task’, for example writing an invitation to a birthday party
  • initiating writing for own particular purposes, such as to label drawings, make a birthday card, write a recount about a recent experience
  • writing a simple story to share with the class that is based on listening to a story told at home
  • writing simple factual texts to give information, to keep records or to inform, such as writing a shared class blog

  VCEALC138 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Communication