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• VCELY197

  Construct texts that incorporate supporting images using software including word processing programs

  Elaborations

  • creating digital images and composing a story or information sequence on screen using images and captions
  • adding images to digital written communications such as emails with pictures of self, classmates or location

  VCELY197 | Curriculum content | English | Level 1 | Writing | Literacy

• VCELY390

  Use a range of software, including word processing programs, to create, edit and publish written and multimodal texts

  Elaborations

  • understanding conventions associated with particular kinds of software and using them appropriately, for example synthesising information and ideas in dot points and sequencing information in presentations or timing scenes in animation

  VCELY390 | Curriculum content | English | Level 7 | Writing | Literacy

• VCEALL599

  Use simple cohesive devices to structure writing

  Elaborations

  • using common time and sequence markers to link and sequence ideas, such as ‘Yesterday we …’, ‘First we ... Then ... And then …’
  • using a small range of coordinating conjunctions (such as ‘and’, ‘but’), for example ‘I caught a bus and then I walked’
  • using some common subordinating conjunctions, such as ‘as’, ‘when’, ‘until’
  • using pronouns to maintain cohesion and avoid repetition, such as ‘Mary came to school early. She felt very tired’

  VCEALL599 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• English: Level A description

  In Level A, students begin to engage, participate and receive communication with known adults, teachers and peers. Opportunities are provided for students to explore English knowledge, understanding, skills and processes through everyday experiences, personal interests and significant events....

  Level description | English

• English: Level D description

  In the Level D, students communicate with known adults, teachers and peers. Students are provided with experiences that engage, support and extend their learning, including the use of pictorial representations or other marks to express and record their ideas. Students communicate by using short...

  Level description | English

• English: Level 3 description

  In Levels 3 and 4, students communicate with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

  Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which...

  Level description | English

• English: Level 4 description

  In Levels 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

  Students engage with...

  Level description | English

• English: Level 5 description

  In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

  Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret...

  Level description | English

• English: Level 6 description

  In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

  Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret...

  Level description | English

• English: Level 7 description

  In Levels 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional...

  Level description | English

• English: Level 8 description

  In Levels 7 and 8, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and...

  Level description | English

• English: Level 9 description

  In Levels 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.

  Students engage...

  Level description | English

• English: Level 10 description

  In Levels 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.

  Students engage...

  Level description | English

• 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

• VCEALA461

  Follow a simple planning, drafting and revision process when writing

  Elaborations

  • planning the content and structure of a text based on model texts or templates
  • drafting writing based on a plan, with reference to learnt text structures, grammar and vocabulary
  • revising to improve sequence of ideas, sophistication and accuracy of grammar and vocabulary, based on teacher and peer feedback

  VCEALA461 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALA381

  Plan, with support, the format of a text according to its communicative purpose

  Elaborations

  • drawing on knowledge of text types to identify an appropriate text type to use, for example a recipe to describe how to cook
  • drawing on previous learning, notes and templates to plan the structure of the text
  • talking with teacher or peers to explain and justify the sequencing of ideas in writing

  VCEALA381 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA352

  Identify the purpose and structure of a small range of texts

  Elaborations

  • sorting and sequencing two jumbled texts mixed together, for example a story about the big bad wolf and an information report about wolves
  • making simple comparisons between text types, for example comparing the visual layout of an information report and a news story

  VCEALA352 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | 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

• 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

• VCEALC031

  Understand aspects of simple, familiar texts

  Elaborations

  • recognising illustrations or character names when rereading a familiar story
  • understanding repeated conventional features of familiar text types, such as titles, ‘Once upon a time’
  • identifying characters, settings or key events in a narrative
  • showing comprehension through appropriate activities, such as sequencing pictures, dramatising a story, painting or drawing characters

  VCEALC031 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Communication