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• VCEALA379

  Write using language that is beginning to reflect the features of written language more than the features of spoken language

  Elaborations

  • expanding vocabulary to incorporate more topic-specific words
  • developing simple plans to support writing with some structure and complexity at the text, paragraph and sentence level

  VCEALA379 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALC778

  Write extended factual texts conveying a variety of aspects of topics from across the curriculum

  Elaborations

  • writing extended factual texts reflecting the structure and language of the text type
  • writing a range of texts used across the curriculum areas (such as a historical essay, information report, procedure, explanation), with reference to templates and models
  • incorporating information from two or three sources used in class

  VCEALC778 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Communication

• VCEALC717

  Write personal and imaginative texts showing an awareness of elements such as text structure or storyline and character

  Elaborations

  • following key elements of model texts in the structure and language used, and experimenting with new forms in some places
  • combining personal experience, ideas from other texts, and imaginative detail into creative texts

  VCEALC717 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Communication

• VCEALC296

  Write simple factual texts using print and computers or other digital devices for a variety of classroom purposes

  Elaborations

  • writing simple factual texts to give information, instruction or keep records, such as a digital class journal

  VCEALC296 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Communication

• VCEALC779

  Write extended personal and imaginative texts showing an awareness of audience and purpose, with teacher prompts

  Elaborations

  • expressing personal opinion and creative ideas through a range of text types such as personal diary, response to a set text, contributions to an online discussion
  • following key elements of model texts in the structure and language used, and experimenting with new forms in some places

  VCEALC779 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Communication

• VCEALC590

  Write short factual texts on familiar content, consisting of simple sentences or statements approximating sentences

  Elaborations

  • writing a small range of short school-based text types, for example description, instruction, procedure, narrative
  • following an appropriate structure for the text, using model texts or templates for support

  VCEALC590 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Communication

• VCEALC716

  Write factual texts showing an awareness of appropriate text structure, purpose and organisation of ideas

  Elaborations

  • writing long, detailed factual texts such as information reports, explanations or essays on a familiar topic
  • structuring texts and expressing ideas according to the conventions of the text, by referring to a model text or template
  • incorporating information from personal experience, classroom activities and shared texts

  VCEALC716 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Communication

• VCEALC455

  Write a range of texts covering topics across the curriculum areas, incorporating information from different sources

  Elaborations

  • writing a small range of texts used in different curriculum areas (such as historical recount, information report, procedure, explanation), with reference to templates and models
  • incorporating information from personal experience, classroom activities and shared texts
  • contributing to shared writing of a recount or report on an online platform, giving reasons for placing events in a particular sequence

  VCEALC455 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Communication

• VCEALL082

  Use basic keyboard skills to write personally significant words and simple modelled sentences

  Elaborations

  • locating letters, numbers and common symbols accurately on a keyboard
  • using basic functions of a keyboard, for example using the shift key and space bar
  • typing letters, numbers, symbols and words, copying from a print text
  • typing familiar words, such as own name, without copying

  VCEALL082 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL307

  Organise some subject matter and write according to the structure of the text type, using modelled forms and repetitive patterns

  Elaborations

  • relying on templates or model texts for organisational structure, for example introduction, body paragraphs, conclusion
  • copying topic sentences or parts of sentences to support idea generation and to structure writing

  VCEALL307 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCELA087

  Use spoken words, sign or Augmentative Alternative Communication System to communicate and understand that images can be used to write and express ideas

  Elaborations

  • learning to use high-frequency images and words, for example the student’s own name, ‘stop’
  • using spoken words, articulating most of the sounds
  • learning that images/signs can be combined to make a word
  • listening to sounds and words and reproducing them using a personalised communication system

  VCELA087 | Curriculum content | English | Level C | Writing | Language

• VCELA326

  Recognise and write less familiar words that share common letter patterns but have different pronunciations

  Elaborations

  • spelling words that share common letter patterns but have different pronunciations, for example the 'ou' in 'journey', 'your', 'tour', 'sour'

  VCELA326 | Curriculum content | English | Level 5 | Writing | Language

• VCELA227

  Use visual memory to write high-frequency words and words where spelling is not predictable from the sounds

  Elaborations

  • writing sight words (because, said) and other words that cannot be sounded out phonetically (bird, phone) by drawing on knowledge of letter patterns, word shape and possible sequencing of letters in English (for example, jam is possible but not jxm)

  VCELA227 | Curriculum content | English | Level 2 | Writing | Language

• VCELA294

  Understand how to use phonic generalisations to identify and write words with more complex letter combinations

  Elaborations

  • using knowledge of complex spelling patterns to read and write words, for example 'bought'

  VCELA294 | Curriculum content | English | Level 4 | Writing | Language

• VCELY160

  Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge

  Elaborations

  • using image-making and beginning writing to represent characters and events in written, film and web-based texts
  • using speaking, writing and drawing to represent and communicate personal responses to ideas and events experienced through texts
  • creating short spoken, written and multimodal observations, recounts and descriptions, extending vocabulary and including some content-specific words in spoken and written texts
  • using beginning concepts about print, sound–letter and word knowledge and punctuation to create short texts

  VCELY160 | Curriculum content | English | Foundation Level | Writing | Literacy

• VCELY268

  Understand the conventions for writing words and sentences using joined letters that are clearly formed and consistent in size

  Elaborations

  • practising how to join letters to construct a fluent handwriting style

  VCELY268 | Curriculum content | English | Level 3 | Writing | Literacy

• VCELY389

  Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods

  Elaborations

  • using handwriting regularly, attending to feedback about legibility

  VCELY389 | Curriculum content | English | Level 7 | Writing | Literacy

• 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: Level 1 achievement standards - Writing

  When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell words with regular spelling patterns and use their knowledge of blending and segmenting, and many simple and high-frequency words to write predictable words....

  Level description | English | Level 1 | Writing

• VCELA157

  Understand that spoken sounds and words can be written and know how to write some high-frequency words and other familiar words including their name

  Elaborations

  • recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds
  • writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words
  • knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

  VCELA157 | Curriculum content | English | Foundation Level | Writing | Language