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• English: Level 5 achievement standards - Writing

  Students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create imaginative, informative and persuasive texts for different purposes and audiences. When writing, they demonstrate understanding of grammar and sentence types, and...

  Level description | English | Level 5 | Writing

• English: Level 10 achievement standards - Writing

  Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic...

  Level description | English | Level 10 | Writing

• VCELT448

  Create literary texts, including hybrid texts, that innovate on aspects of other texts, including through the use of parody, allusion and appropriation

  Elaborations

  • creating a contemporary parody of an historical text to highlight changes in societal attitudes

  VCELT448 | Curriculum content | English | Level 9 | Writing | Literature

• VCEALL256

  Use a small range of descriptive language

  Elaborations

  • using a range of adjectives to express affect (‘frightened’, ‘surprised’), judgement (‘naughty’, ‘brave’) and appreciation (‘interesting’, ‘amazing’)
  • forming simple noun groups that combine one or two adjectives with a noun, for example ‘hot day’, ‘scary old house’
  • formulating short adverbial phrases, such as ‘on my bike’, ‘with his brother’, ‘every week’

  VCEALL256 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B2 description

  The Level B2 curriculum develops students’ knowledge, understanding and skills in relation to their spoken English. Students learn to negotiate simple exchanges in English, combining their understanding of both verbal and non-verbal language. They refine and further develop a wide range of fundamental...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C2 description

  The Level C2 curriculum supports students to enhance their knowledge, understanding and skills in relation to spoken English. At this level, students learn to initiate and negotiate topics when speaking in English in a range of contexts. The curriculum focuses on pronunciation, stress and intonation...

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

• English: Level 1 achievement standards - Speaking and Listening

  Students listen to others when taking part in conversations using appropriate interaction skills. They listen for and reproduce letter patterns and letter clusters. Students understand how characters in texts are developed and give reasons for personal preferences. They can describe characters...

  Level description | English | Level 1 | Speaking and Listening

• VCELA110

  Explore connection between words, objects and images in stories and informative texts

  Elaborations

  • learning that text can provide information about an image
  • understanding that words can be used to describe an image
  • learning that words and images can be used to tell a story about an event

  VCELA110 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA323

  Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause

  Elaborations

  • knowing that the function of complex sentences is to make connections between ideas, such as: to provide a reason (for example 'He jumped up because the bell rang.'), to state a purpose (for example 'She raced home in order to confront her brother.'), to express a condition (for example 'It will break if you push it.'), to make a concession (for example 'She went to work even though she was not feeling well.'), to link two ideas in terms of various time relations (for example 'Nero fiddled while Rome burned.')

  VCELA323 | Curriculum content | English | Level 5 | Writing | Language

• 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 as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B1 achievement standards - Speaking and Listening

  At Level B1 students communicate verbally and non-verbally in routine social and classroom situations, understanding controlled English that is supported by its immediate context. They use formulas, well-rehearsed and common sentence patterns, and short, simple utterances to contribute relatively...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Speaking and Listening

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

  At Level CL, in familiar contexts, students write short, grammatically simple texts based on well-rehearsed spoken and well-practised written English. They write for a range of basic classroom and personal purposes, such as making lists and writing simple journal entries and notes, and complete...

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

• VCELT298

  Create literary texts that explore students’ own experiences and imagining

  Elaborations

  • drawing upon literary texts they have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or changing their personalities, or offering an alternative point of view on key ideas

  VCELT298 | Curriculum content | English | Level 4 | Writing | Literature

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

  At Level A2 students read and respond to a wide range of familiar texts. These texts may be print or digital texts, including visual, multimodal or interactive texts.

  Students predict, ask questions, retell and talk about texts read and viewed in class. With support, they read a range of...

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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B3 achievement standards - Writing

  At Level B3 students communicate for a range of purposes on a variety of familiar topics, using a basic repertoire of text types. They write sequenced and ordered factual texts, and narrative texts that maintain a cohesive storyline and characterisation. They demonstrate an awareness of how effective...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B3 | Writing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C3 achievement standards - Reading and Viewing

  At Level C3 students demonstrate a basic understanding of the main ideas, issues or plot developments in a range of accessible texts from across the curriculum. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students demonstrate...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C3 | Reading and Viewing

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

  At Level CL students communicate simply but effectively in English in familiar social and classroom contexts. They communicate using formulaic language; short, simple and well-rehearsed grammatical features; and adaptations of their emerging English repertoire. They use stress and intonation appropriately...

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

• English: Level D achievement standards - Writing

  When writing, students produce ‘text-like’ writing to convey meaning and label images. They trace letter-like patterns moving left to right across a page. They have a preferred writing hand and hold a pencil to trace over lines, shapes and patterns with some accuracy. They colour within a clearly...

  Level description | English | Level D | Writing

• VCELA452

  Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing

  Elaborations

  • identifying some of the changes in the grammar of English over time, for example from thee and thou to you
  • exploring examples of ‘Globish’ English

  VCELA452 | Curriculum content | English | Level 9 | Speaking and Listening | Language

• VCELT373

  Discuss aspects of texts, including their aesthetic and social value, using relevant and appropriate metalanguage

  Elaborations

  • investigating how a text written about a social issue, for example racism, may have contributed to social change

  VCELT373 | Curriculum content | English | Level 7 | Reading and Viewing | Literature