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Level A1

Level A1 Description

The Level A1 curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to participate in routine...

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Level A1 Content Descriptions

Speaking and Listening

Communication
  1. Demonstrate attentive listening behaviour (VCEALC001)
  2. Respond simply to questions and prompts (VCEALC002)
  3. Negotiate simple social or learning activities (VCEALC003)
  4. Question to check meaning so as to clarify or confirm (VCEALC004)
  5. Understand a simple spoken text (VCEALC005)
  6. Follow simple instructions in familiar school routines by relying on key words and non-verbal communication and context (VCEALC006)
  7. Participate in simple and familiar songs, rhymes and chants (VCEALC007)
Cultural and Plurilingual Awareness
Cultural understandings
  1. Understand when a response is required and attempt to respond using either known words or non-verbal language (VCEALA008)
  2. Use non-verbal language to sustain interaction with others (VCEALA009)
  3. Use acceptable social formulas and gestures to interact appropriately in context (VCEALA010)
  4. Use simple strategies to respond to conversation breakdown (VCEALA011)
Plurilingual strategies
  1. Distinguish English from other languages (VCEALA012)
  2. Use some features of home language (VCEALA013)
  3. Check understanding of classroom conversations or instructions by asking other home language speakers to clarify (VCEALA014)
Linguistic Structures and Features
Text structure and organisation
  1. Recognise familiar spoken texts (VCEALL015)
  2. Engage in simple, short dialogues and initiate short utterances using a range of formulas appropriate for different purposes and functions (VCEALL016)
Grammatical patterns
  1. Recognise simple questions and instructions through intonation and context (VCEALL017)
  2. Communicate using short, learnt phrases (VCEALL018)
  3. Construct simple subject–verb–object sentences that mostly use present tense (VCEALL019)
  4. Use a small range of grammatical patterns (VCEALL020)
  5. Understand the tense of statements or instructions by using time references (VCEALL021)
  6. Express simple negation with varying accuracy (VCEALL022)
  7. Demonstrate variable placement of common adjectives to describe or add emphasis (VCEALL023)
  8. Understand gender in common personal and possessive pronouns (VCEALL024)
Word knowledge
  1. Borrow key words from previous speaker (VCEALL025)
  2. Recognise and use words from lexical sets related to immediate communicative need, interest or experience (VCEALL026)
Phonology
  1. Imitate pronunciation, stress and intonation patterns (VCEALL027)
  2. Use intelligible pronunciation but with many pauses and hesitations (VCEALL028)
  3. Recognise ways intonation is used to enhance meaning or distinguish statements from questions (VCEALL029)

Reading and Viewing

Communication
  1. Read short, familiar texts (VCEALC030)
  2. Understand aspects of simple, familiar texts (VCEALC031)
  3. Identify familiar words and simple sentences and match them to images (VCEALC032)
  4. Show a personal response to a text (VCEALC033)
Cultural and Plurilingual Awareness
Cultural understandings
  1. Understand the direction of English text (VCEALA034)
  2. Understand that texts are meaningful (VCEALA035)
  3. Identify purposes for reading, such as reading for enjoyment and reading for information (VCEALA036)
  4. Participate in shared reading activities (VCEALA037)
  5. Select books to look at or read independently (VCEALA038)
Plurilingual strategies
  1. Distinguish Roman script from non-Roman script (VCEALA039)
  2. Use simple dictionaries and word charts (VCEALA040)
  3. Recall or repeat familiar or favourite parts of a text using memory or home language resources (VCEALA041)
Linguistic Structures and Features
Text structure and organisation
  1. Recognise and explore different types of texts (VCEALL042)
  2. Understand and explore the basic features of different texts (VCEALL043)
  3. Understand and use simple metalanguage for books and reading (VCEALL044)
Grammatical patterns
  1. Rely on content words to understand the main idea in a text (VCEALL045)
  2. Recognise familiar words and phrases (VCEALL046)
Word knowledge
  1. Identify repetitive words or phrases in known texts (VCEALL047)
  2. Recognise some familiar words in context (VCEALL048)
Grapho-phonics
  1. Recognise some letters of the alphabet (VCEALL049)
  2. Identify some sounds in words (VCEALL050)
  3. Recognise some common letters and letter patterns in words (VCEALL051)
  4. Recognise capital letters, spaces and full stops (VCEALL052)
  5. Follow text with finger while reading (VCEALL053)
  6. Adopt the teacher’s intonation patterns when reading familiar texts (VCEALL054)

Writing

Communication
  1. Copy well-known symbols, words, phrases or short texts (VCEALC055)
  2. Write simple sentences related to own experience or school context (VCEALC056)
  3. Write a simple text that fulfils a function (VCEALC057)
  4. Illustrate a simple text (VCEALC058)
Cultural and Plurilingual Awareness
Cultural understandings
  1. Respond to the terms ‘writing’ and ‘drawing’ appropriately (VCEALA059)
  2. Recognise the importance of accurate reproduction of letters and words (VCEALA060)
  3. Choose a topic to write or draw about (VCEALA061)
  4. Contribute ideas, words or sentences to a class or group shared story (VCEALA062)
  5. Reread own texts or sentences written by another (VCEALA063)
  6. Handwrite, draw or choose materials with particular care when writing for special purposes (VCEALA064)
Plurilingual strategies
  1. Use some conventions from home language when writing (VCEALA065)
  2. Clarify the meaning of a word in home language and ask for the word to be written so it can be copied (VCEALA066)
  3. Use some home language words and words copied from various sources (VCEALA067)
  4. Understand some terminology of writing in English and/or home language (VCEALA068)
Linguistic Structures and Features
Text structure and organisation
  1. Use a very simple text structure repeatedly (VCEALL069)
  2. Show evidence of layout or planning in writing (VCEALL070)
  3. Label drawings of everyday personal activities using language learnt in the classroom (VCEALL071)
Grammatical patterns
  1. Write simple repetitive modelled sentences (VCEALL072)
  2. Write sentences or phrases that reflect own oral structures (VCEALL073)
  3. Use some common noun–verb and adjective–noun combinations (VCEALL074)
  4. Demonstrate some control of basic verb forms (VCEALL075)
Word knowledge
  1. Write some high-frequency words related to personal experience and school context (VCEALL076)
  2. Write new words with an initial letter or several letters (VCEALL077)
Grapho-phonics
  1. Use appropriate letter size, spacing and letter formation (VCEALL078)
  2. Experiment with some familiar punctuation (VCEALL079)
  3. Spell with accuracy some consonant–vowel–consonant words and common words learnt in the classroom (VCEALL080)
  4. Use some conventions for printed English (VCEALL081)
  5. Use basic keyboard skills to write personally significant words and simple modelled sentences (VCEALL082)

Level A1 Achievement Standard

Speaking and Listening

At Level A1 students communicate in basic English in routine, familiar, social and classroom situations. They follow and give simple instructions, exchange basic personal information, and negotiate well-known, predictable activities and contexts. They begin to modify their responses and manner of interaction to match the responses of others and the context. They use simple learnt formulas and patterns, and they create original utterances by substituting words. Their utterances are characterised by a short simplified structure, simple subject–verb–object construction and overgeneralisation of rules. They use some basic communication and learning strategies to participate in and sustain interactions in English. They recognise that intonation carries meaning, and they...

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Level A2

Level A2 Description

The Level A2 curriculum supports students to expand their repertoire of spoken and written English. Students explore communication in predictable social situations. Students learn to identify key...

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Level A2 Content Descriptions

Speaking and Listening

Communication
  1. Demonstrate active listening and follow speech (VCEALC083)
  2. Respond appropriately in a range of common social and classroom situations (VCEALC084)
  3. Negotiate familiar social and learning situations using language appropriate to the situation (VCEALC085)
  4. Predict meaning from context in simple interactions or spoken texts (VCEALC086)
  5. Understand key information in a short spoken or multimodal text (VCEALC087)
  6. Follow a short sequence of instructions related to classroom procedures or learning activities (VCEALC088)
  7. Participate in class performances of songs, poems and rhymes (VCEALC089)
Cultural and Plurilingual Awareness
Cultural understandings
  1. Adjust speech to suit the audience and purpose (VCEALA090)
  2. Initiate and maintain simple conversations with others (VCEALA091)
  3. Use a repertoire of common classroom formulas (VCEALA092)
  4. Use a small range of strategies to negotiate meaning in conversation (VCEALA093)
Plurilingual strategies
  1. Transfer knowledge of spoken discourse patterns from home language to English, with some issues of cultural appropriateness (VCEALA094)
  2. Use sentence patterns from home language to communicate ideas (VCEALA095)
  3. Ask for translation of specific words from other home language speakers (VCEALA096)
Linguistic Structures and Features
Text structure and organisation
  1. Identify a number of spoken text types and forms (VCEALL097)
  2. Use common time and sequence markers to link ideas in speech (VCEALL098)
Grammatical patterns
  1. Recognise questions or statements through word order and vocabulary, as well as through intonation (VCEALL099)
  2. Combine known formulas, structures and other vocabulary to communicate (VCEALL100)
  3. Construct a small range of sentence forms (VCEALL101)
  4. Apply some grammatical rules but may overgeneralise for irregular forms (VCEALL102)
  5. Use a small range of common verb forms accurately (VCEALL103)
  6. Express simple negation correctly (VCEALL104)
  7. Understand phrases describing place or location (VCEALL105)
  8. Regularly use correct personal and possessive pronouns (VCEALL106)
Word knowledge
  1. Identify key words and ideas from short, familiar spoken texts supported by context (VCEALL107)
  2. Use words learnt from a range of classroom and social contexts (VCEALL108)
Phonology
  1. Repeat or modify a sentence or phrase, modelling rhythm, intonation and pronunciation on the speech of others (VCEALL109)
  2. Identify and produce phonemes in blends or clusters at the beginning and end of syllables (VCEALL110)
  3. Employ communicative strategies to enhance meaning (VCEALL111)

Reading and Viewing

Communication
  1. Understand a small range of simple, familiar texts (VCEALC112)
  2. Understand information in texts read and viewed in class (VCEALC113)
  3. Use knowledge of context, text structure and language to understand literal and inferred meanings (VCEALC114)
  4. Respond to texts in personal and creative ways (VCEALC115)
Cultural and Plurilingual Awareness
Cultural understandings
  1. Understand how different types of images in texts contribute to meaning (VCEALA116)
  2. Understand that the purpose of a text is reflected in its form (VCEALA117)
  3. Understand that texts can reflect a variety of ideas and perspectives (VCEALA118)
  4. Participate in simple group activities based on shared texts (VCEALA119)
  5. Select suitable books to read (VCEALA120)
Plurilingual strategies
  1. Locate words in a bilingual dictionary or in class word lists (VCEALA121)
  2. Relate something from a text to own experience (VCEALA122)
Linguistic Structures and Features
Text structure and organisation
  1. Identify and compare differences in text genres (VCEALL123)
  2. Understand and use the basic features of different texts (VCEALL124)
  3. Understand and use a small range of metalanguage for elements of texts (VCEALL125)
Grammatical patterns
  1. Focus on both content and functional words to understand the main idea in a text (VCEALL126)
  2. Use developing knowledge of English to predict some words or phrases (VCEALL127)
Word knowledge
  1. Read familiar phrases and sentences with fluency (VCEALL128)
  2. Recognise a small range of familiar words in different contexts (VCEALL129)
Grapho-phonics
  1. Recognise all letters of the alphabet (VCEALL130)
  2. Relate most letters of the alphabet to sounds (VCEALL131)
  3. Use knowledge of letters and sounds to read a new word or locate key words (VCEALL132)
  4. Recognise that full stops and question marks separate text (VCEALL133)
  5. Sub-vocalise when reading silently (VCEALL134)
  6. Read familiar texts with some fluency (VCEALL135)

Writing

Communication
  1. Write short, simple texts independently (VCEALC136)
  2. Write beyond the immediate environment and beyond known language with support from the teacher (VCEALC137)
  3. Write a small range of everyday texts and personal texts (VCEALC138)
  4. Illustrate texts purposefully (VCEALC139)
Cultural and Plurilingual Awareness
Cultural understandings
  1. Write simple sentences with minimal reliance on copying (VCEALA140)
  2. Identify text type appropriate to the purpose (VCEALA141)
  3. Contribute to shared writing activities (VCEALA142)
  4. Demonstrate understanding that handwritten texts usually need to be planned, edited and presented (VCEALA143)
  5. Use a range of writing implements and writing styles for different purposes (VCEALA144)
Plurilingual strategies
  1. Model writing on other texts (VCEALA145)
  2. Use a range of resources to find words or phrases for own writing (VCEALA146)
  3. Show interest in patterns of spelling (VCEALA147)
  4. Understand a small range of terminology of writing (VCEALA148)
Linguistic Structures and Features
Text structure and organisation
  1. Use a variety of simple text structures (VCEALL149)
  2. Make a simple plan before writing (VCEALL150)
Grammatical patterns
  1. Write sustained texts using sentences based on simple repetitive, modelled patterns (VCEALL151)
  2. Write sentences and phrases that reflect simple written-like structures (VCEALL152)
  3. Write common nouns and adjectives in the correct order in formulaic structures (VCEALL153)
  4. Use a small range of basic verb forms accurately (VCEALL154)
Word knowledge
  1. Use high-frequency words encountered in classroom activities (VCEALL155)
  2. Use some curriculum or content area vocabulary (VCEALL156)
Grapho-phonics
  1. Write legibly (VCEALL157)
  2. Use some punctuation consistently (VCEALL158)
  3. Spell with accuracy familiar words and words with common letter patterns (VCEALL159)
  4. Adjust size of writing, colour, layout and choice of media to support meaning (VCEALL160)
  5. Use keyboard skills to write short, simple texts (VCEALL161)

Level A2 Achievement Standard

Speaking and Listening

At Level A2 students communicate in an expanding range of predictable social and learning situations. They express ideas and identify key points of information in classroom discussions about familiar topics, and in new topics when they are well supported by visual material, an appropriate pace of delivery, and discussion that links their prior knowledge to the new context. They follow a short sequence of instructions related to classroom procedures and learning activities. They negotiate familiar social and learning situations, using English appropriate to the situation. They adjust their speech choices in response to audience and topic. They combine known conversational formulas and vocabulary, including some from texts read in class, and apply some grammatical...

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