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• VCEALC525

  Write short, simple texts for specific purposes related to personal experience

  Elaborations

  • writing a small range of basic texts for specific purposes related to personal experience, such as a list for shopping, a reminder note
  • completing simple personal information forms with minimal support, such as filling in name and address on a permission slip

  VCEALC525 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Communication

• VCEALC527

  Combine writing and drawing to create a short, simple text about a familiar topic

  Elaborations

  • drawing pictures with some detail of the participants, location and actions of an event
  • writing a short, simple text, such as a recount of a personal experience

  VCEALC527 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Communication

• VCEALL227

  Write or dictate in sentences or phrases that match oral sentence structures

  Elaborations

  • using the same expression in writing as in speech, such as ‘Go to school’, ‘Come here’, ‘Play with …’
  • dictating a story for the teacher to write down, based on drawings or prompts

  VCEALL227 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL076

  Write some high-frequency words related to personal experience and school context

  Elaborations

  • writing some high-frequency words accurately from memory, including own name and short words used regularly such as ‘it’, ‘my’, ‘we’
  • referring to classroom charts and personal vocabulary lists to check and confirm the spelling of high-frequency words
  • recording high-frequency words in a personal vocabulary list

  VCEALL076 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL785

  Write a range of extended texts using the structures appropriate to the text types

  Elaborations

  • constructing a range of clearly structured and cohesive texts from different curriculum areas, such as report, argument, discussion, review
  • using model texts and templates to inform the structure of print texts, making some adaptations to suit the particular purpose, audience and content of the text

  VCEALL785 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL536

  Write sentences that reflect oral language with some examples of correct word order

  Elaborations

  • writing short, simple expressions to label personal drawings, reflecting an early stage of oral language development, such as ‘Live here’, ‘Go to play’
  • writing sentences with a level of detail that may not follow standard word order, such as ‘We went yesterday to the supermarket’, ‘My friend and me we see car blue’

  VCEALL536 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL795

  Use a wide range of punctuation marks to add impact to writing

  Elaborations

  • producing texts in a range of digital formats, such as text documents, slides, infographics, simple websites, videos
  • using advanced writing and formatting functions in software applications, such as spellchecker, font styles, paragraph formatting
  • using software application functions to add, format and edit images and tables, with guidance

  VCEALL795 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL151

  Write sustained texts using sentences based on simple repetitive, modelled patterns

  Elaborations

  • writing original sentences with less reliance on copying
  • writing repetitive patterns to produce longer texts, such as ‘I like ..., and I like ...’
  • connecting clauses together to make compound sentences that may run on, for example ‘I came to school and met my friend and then we played handball and then the bell went’
  • using ‘because’ to create dependent clauses, though these may be incomplete sentences, for example ‘We went to the pool. Because it was hot’

  VCEALL151 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | 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

• VCEALL152

  Write sentences and phrases that reflect simple written-like structures

  Elaborations

  • using a wider range of sentence beginnings, for example foregrounding time or place rather than people
  • writing a series of short statements in time sequence, for example ‘I eat breakfast. I go to school. I read a book’
  • grouping together short sentences about the same topic, for example ‘Frogs are green. Frogs have big eyes. They eat insects’
  • connecting clauses into basic compound or complex sentences using common conjunctions such as ‘and’, ‘but’, ‘and then’, ‘because’, ‘so’
  • using simple pronoun references to avoid repeating the subject in consecutive sentences, for example ‘Archie came to school early. He felt very tired’, ‘Yesterday the class went … We went …’

  VCEALL152 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL153

  Write common nouns and adjectives in the correct order in formulaic structures

  Elaborations

  • building short noun phrases using adjectives, such as ‘the blue car’
  • using simple comparative adjectives in basic sentences with varied accuracy, for example ‘My brother bigger than me’

  VCEALL153 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL160

  Adjust size of writing, colour, layout and choice of media to support meaning

  Elaborations

  • following model texts or templates to lay out learnt text types
  • separating ideas in texts by leaving a line or writing a heading
  • locating images close to relevant written information
  • using a basic software application to format a digital text, for example headings in a larger font, images placed near relevant text

  VCEALL160 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCELA017

  Experience people writing, speaking and communicating using various modes

  Elaborations

  • experiencing speech being broken down into different sounds
  • reacting to interactive and multimodal texts
  • exploring a range of sounds and movements, including facial expression and gesture

  VCELA017 | Curriculum content | English | Level A | Writing | Language

• VCELA006

  Encounter words and writing within the environment and respond to spoken words in familiar environments

  Elaborations

  • experiencing others writing and reading text, for example ‘Where is mum?’
  • reacting to the connection between everyday words and significant objects, for example ‘Where is Elmo?’

  VCELA006 | Curriculum content | English | Level A | Reading and Viewing | Language

• VCELT192

  Recreate texts imaginatively using drawing, writing, performance and digital forms of communication

  Elaborations

  • creating visual representations of literary texts from Aboriginal, Torres Strait Islander or Asian cultures
  • writing character descriptions drawn from illustrations in stories
  • retelling key events in stories using oral language, arts, digital technologies and performance media

  VCELT192 | Curriculum content | English | Level 1 | Writing | Literature

• VCELY090

  Create simple texts by labelling images from an event with own ‘writing’

  Elaborations

  • assisting in the collection of relevant images for a class photo story
  • attempting to copy letters and simple words from a modelled example
  • participating in the construction of class texts by selecting images, and adding vocalisation or drawings

  VCELY090 | Curriculum content | English | Level C | Writing | Literacy

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A1 achievement standards - Writing

  At Level A1 students communicate their ideas and experiences simply through drawings, copied writing, dictated texts and their own basic writing, showing evidence of a developing understanding of the writing process. They contribute to shared writing activities. They demonstrate an early awareness...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A1 | Writing

• English: Level 3 achievement standards - Writing

  Students' texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge letter...

  Level description | English | Level 3 | Writing

• English: Foundation Level achievement standards - Writing

  When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form all upper- and lower-case letters.

  Level description | English | Foundation Level | Writing

• VCEALA223

  Use home language and/or mime to seek assistance from teachers or peers with writing English words or phrases

  Elaborations

  • miming actions or showing a picture to explain the meaning of the word sought in English
  • talking to language peers to explain the idea in home language and ask for a translation into English

  VCEALA223 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness