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• VCEALC591

  Write to communicate personal ideas

  Elaborations

  • writing a small range of texts to communicate personal experiences and ideas, for example a personal recount or story
  • following the structure of model texts, such as the use of a greeting, sequence of events, reflection in an online journal

  VCEALC591 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Communication

• VCEALA593

  Participate in shared or modelled writing activities

  Elaborations

  • participating in a range of shared writing activities, such as joint construction of a text, sequencing sentences in a group, peer editing
  • suggesting new ideas that relate to the topic being discussed
  • applying knowledge of vocabulary and grammar to suggest edits to shared texts

  VCEALA593 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALC589

  Write short, simple texts for varied social purposes

  Elaborations

  • writing a small range of short texts for varied social purposes related to familiar experiences, such as a thank-you text message or email
  • using model texts and templates to structure texts appropriately
  • incorporating some formulaic expressions copied from model texts, such as ‘Dear …’, ‘Once upon a time’

  VCEALC589 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Communication

• 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

• VCEALA596

  Draw on experience of language patterns in controlled writing activities to express ideas

  Elaborations

  • acquiring new vocabulary and expressions from classroom activities and texts, rather than relying on a dictionary to translate from home language
  • keeping a personal word list that includes English and home language

  VCEALA596 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• 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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C1 achievement standards - Writing

  At Level C1 students write for a range of basic classroom and personal purposes, making lists and writing simple journal entries, notes, descriptions, recounts of events and instructional texts. Their basic sentences and short texts are based on well-practised spoken English and familiar contexts...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C1 | Writing

• VCEALC567

  Attempt to read familiar and unfamiliar texts with fluency

  Elaborations

  • understanding classroom labels such as those on lockers or desks, and signs around the school such as ‘front office’, ‘toilets’
  • reading a range of familiar and unfamiliar texts, such as own writing, peer’s writing, teacher’s writing
  • following simple print texts that are read aloud at a moderate pace

  VCEALC567 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALA592

  Use the features of simple text types appropriately

  Elaborations

  • using learnt text structures or model texts to begin writing independently, for example attempting to use past tense in a recount
  • using vocabulary items that are appropriate to the topic and text in shared writing

  VCEALA592 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALL607

  Use common punctuation with some consistency

  Elaborations

  • using commas consistently in lists or to indicate pauses
  • using question marks to indicate questions, with occasional inaccuracy, for example ‘She asked to borrow a pencil?’
  • correcting capital letters and full stops when reviewing own or others’ writing

  VCEALL607 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL597

  Show some organisation of subject matter and attempt the structure of a specified text

  Elaborations

  • structuring simple stories, for example with a beginning, a middle and an end
  • writing information under headings or in a template to follow a basic text structure
  • sorting jumbled sentences into groups or short paragraphs based on related topics

  VCEALL597 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL598

  Attempt paragraphs and topic sentences

  Elaborations

  • grouping related information and sentences together to create a basic paragraph, though ideas may not be sequenced clearly within the paragraph
  • writing a topic sentence making a statement about a key idea, for example ‘Cars are bad for the environment’

  VCEALL598 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALA594

  Redraft text with support, incorporating corrections and suggestions

  Elaborations

  • following the teacher’s feedback to edit own work, for example correcting spelling, changing word order
  • reading text to the teacher or peers and making changes to the original text in light of the audience’s comments
  • using checklists to review own or peers’ writing

  VCEALA594 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALA595

  Refer to a bilingual dictionary, class lists or previous work to record and find or check words and their meanings

  Elaborations

  • consulting bilingual dictionaries, charts, word lists, peers and the teacher to find and check spelling and meaning of words
  • recording a vocabulary list that includes English, home language and details such as an image or pronunciation
  • writing notes in home language about meaning and pronunciation when encountering new words in texts

  VCEALA595 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALA556

  Transfer knowledge from home language to English learning

  Elaborations

  • drawing on content and background knowledge from home language, including referring to some specific curriculum area vocabulary in home language
  • using features of home language spoken discourse, for example calling the teacher ‘Teacher’ rather than using their name or title
  • using home language in learning, for example taking notes or writing vocabulary lists

  VCEALA556 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Cultural and Plurilingual Awareness