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Level BL

Level BL Description

The Level BL curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to initiate and sustain simple conversations with their peers. The curriculum covers grammatical rules that students begin to apply to their spoken English, and students begin to recognise the ways that pronunciation, stress...

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Level BL Content Descriptions

Speaking and Listening

Communication Elaborations
  1. Demonstrate listening behaviour, attending to tone and intonation (VCEALC162)
    1. using some appropriate body language, such as nodding or facial expressions, when listening
    2. using tone and intonation to distinguish between statements and questions
  2. Respond appropriately verbally or non-verbally when spoken to (VCEALC163)
    1. indicating agreement or non-agreement through body language or simple utterances such as ‘yes’ or ‘no’
    2. answering familiar personal questions using single-word responses, such as name, age, likes or dislikes
  3. Ask for repetition or ask questions to check meaning or elicit help (VCEALC164)
    1. using simple formulaic expressions to make requests or ask questions, for example ‘Please say again’, ‘What is that?’
    2. listening to and using speaker’s key words when asking for clarification, for example ‘What means “sibling”?
  4. Rely on other speakers to scaffold, interpret, clarify or elaborate short, simple conversations (VCEALC165)
    1. asking for help or clarification from teacher or peers
    2. responding briefly to simple, direct questions rather than generating original responses in class discussions
    3. borrowing and adapting key words from conversation partners, for example by reordering, as in Teacher: ‘Don’t be silly, Tim’ Student: ‘Tim silly’
  5. Negotiate familiar social situations and learning activities with the teacher or with friends (VCEALC166)
    1. understanding simple, predictable questions
    2. following simple instructions using the actions of others as cues, for example moving to the floor or collecting a book
    3. making simple requests or expressing needs using actions, single words and short phrases
    4. giving simple responses, such as nodding or saying ‘yes’, ‘no’ or short learnt phrases
  6. Identify basic items of information in short spoken texts (VCEALC167)
    1. naming or describing pictures, for example using names of people, single words for feelings, colours
    2. pointing to relevant parts of pictures when speaking about them
    3. answering specific questions about the spoken text based on familiar question stems such as ‘Who …?’, ‘Where was …?’, ‘When did …?’
Cultural and Plurilingual Awareness Elaborations
Cultural understandings
  1. Participate in predictable social interactions appropriately (VCEALA168)
    1. demonstrating a range of appropriate interactive behaviour, including listening, responding and turn-taking
    2. using a small range of simple formulaic social expressions, such as ‘please’, ‘thank you’, ‘May I play?
  2. Take turns to speak or listen during class interactions (VCEALA169)
    1. listening to other speakers to understand the topic and consider relevant contributions
  3. Use appropriate gestures and intonation for social interaction (VCEALA170)
    1. using appropriate non-verbal communication to support meaning, such as eye contact, nodding, gesturing
    2. modifying voice features, such as volume, pace, intonation and emphasis, to suit different audiences and situations
Plurilingual strategies
  1. Distinguish spoken English from other languages and attempt to respond using basic English (VCEALA171)
    1. recognising the sounds and words of English when being spoken to
    2. using familiar words and formulaic phrases to answer direct questions
    3. assessing which language(s) the speaker knows, and responding using shared repertoire
  2. Check understanding of classroom English by asking for clarification from other home language speakers (VCEALA172)
    1. asking questions in home language about classroom activities and topics
    2. seeking instructions from same language peers before beginning classroom tasks
    3. understanding responses from peers that combine elements of English, home language and gesture
Linguistic Structures and Features Elaborations
Text structure and organisation
  1. Construct two- or three-word utterances, with the support of actions, gestures or visuals (VCEALL173)
    1. using common vocabulary and short formulaic expressions to communicate intention, such as ‘Shut door’
    2. pointing, miming or gesturing to supplement speech
  2. Create original expressions, substituting new words in learnt patterns or formulas (VCEALL174)
    1. combining learnt words and phrases in original ways, such as ‘It’s time to go football’, ‘It’s time to go eat’
Grammatical patterns
  1. Use a small range of learnt word patterns for appropriate purposes (VCEALL175)
    1. using formulas copied from teacher, peers or texts
    2. using formulas to ask questions, aid social interaction or for self-expression, such as ‘What’s the time?’, ‘Excuse me’, ‘Oh, no!’, ‘Very good!’
    3. using simple grammatical patterns, for example combining subject plus verb or verb plus object, such as ‘Me eat’ or ‘Go toilet’
  2. Use basic verb forms in context (VCEALL176)
    1. matching simple verb tense to time words, such as ‘Yesterday we went …’,‘Tomorrow we go …’
    2. sometimes using inconsistent tense when describing events in the past, present and future, for example ‘We drove the car and then arrive there’
    3. using ‘no’ or ‘not’ with adjectives or nouns to express negative forms, such as ‘No hot today’, ‘Not me’
  3. Use common descriptive language (VCEALL177)
    1. using common adjectives to express affect (‘sad’, ‘happy’, ‘angry’), judgement (‘kind’, ‘mean’) and appreciation (‘beautiful’, ‘yucky’)
    2. combining some common adverbs with verbs to describe action, for example ‘walk slowly’, ‘sing well’
  4. Attempt basic self-correction (VCEALL178)
    1. attempting to self-correct pronunciation when the listener does not understand the word being spoken
    2. repeating correct pronunciation following modelling by the listener
Word knowledge
  1. Respond to key words in a range of familiar and common spoken instructions (VCEALL179)
    1. carrying out simple instructions, such as ‘Shut the door’
    2. clarifying instructions before acting, for example by repeating key words (‘The door?’) or pointing
  2. Use words from sets related to immediate communicative need, interest or experience (VCEALL180)
    1. recalling familiar words related to immediate needs, such as family, school, colours, numbers, days
    2. referring to charts or vocabulary lists to select words required for communicative needs
Phonology
  1. Understand pronunciation and some non-verbal features (VCEALL181)
    1. distinguishing between questions, instructions and statements based on intonation and contextual information, such as the actions of other students
    2. imitating the teacher’s speech when reciting or chorusing stories, songs or rhymes
  2. Use comprehensible pronunciation for familiar words (VCEALL182)
    1. imitating and rehearsing pronunciation for familiar and commonly used words
    2. accurately pronouncing a small range of familiar words, including personal language, classroom language and some basic topic vocabulary
  3. Repeat or re-pronounce words or phrases, when prompted, if not understood (VCEALL183)
    1. attending to the listener’s body language and speech to determine whether own speech has been understood
    2. attempting to re-pronounce words using different pronunciation

Reading and Viewing

Communication Elaborations
  1. Read simple, familiar texts with assistance (VCEALC184)
    1. reading classroom signs, labels, words from classroom charts
    2. reading aloud one sentence at a time from own writing
    3. tracking words with a finger while listening to a simple text read aloud
  2. Understand some familiar words in different contexts (VCEALC185)
    1. recognising a friend’s name on a birthday calendar, or reading a label to select the correct book
  3. Acquire information from simple images, with teacher direction and support (VCEALC186)
    1. matching a short description to an image, for example ‘It is green, with big eyes’
    2. using visual clues to locate information on a map, for example ‘the city marked with a green dot’
  4. Answer simple written questions with support (VCEALC187)
    1. responding to simple, familiar questions or instructions read aloud by the teacher, for example ‘Point to the one with a tail’
    2. write simple answers to questions, with support, for example dictating a short answer to the teacher and copying what the teacher has scribed
  5. Give a personal response to a text (VCEALC188)
    1. expressing a simple opinion on a text, for example indicating like or dislike of a character, or pointing out a favourite image or page
  6. Make simple predictions or inferences about a text, with support (VCEALC189)
    1. answering simple questions predicting events in a familiar text, for example ‘Where will they go next?’
    2. matching words that describe emotions with images in a book, for example ‘happy’, ‘sad’
  7. Participate in activities around class texts (VCEALC190)
    1. sequencing pictures in order
    2. answering simple questions about ideas in a text
    3. participating with key repetitive phrases or choruses in shared reading activities
Cultural and Plurilingual Awareness Elaborations
Cultural understandings
  1. Show awareness that texts convey meaning (VCEALA191)
    1. understanding that print words contain a consistent message
    2. understanding that different texts have different purposes, including picture books, class writing, diaries
    3. identifying a familiar book or text that contains a particular message, for example when asked ‘Which book told us about the rainforest?
  2. Show awareness of the purpose of some everyday signs and labels, such as classroom charts and stop signs (VCEALA192)
    1. looking for signs and labels around the classroom when directed by the teacher
    2. referring to name labels when speaking to peers or handing out completed work
  3. Respond to and engage with an increasing range of texts about familiar and new content (VCEALA193)
    1. showing understanding of simple fiction and non-fiction texts
    2. expressing a simple personal opinion about a text, for example ‘I like it’, ‘It’s interesting’
  4. Show an interest in reading books (VCEALA194)
    1. understanding how to read books in English, such as holding a book with the correct orientation, turning to the correct page when shown and tracking with finger from left to right
    2. exploring a new book before reading, by looking at the images, amount of print and familiar elements
    3. seeking books in home language or related to familiar topics to share with family members
Plurilingual strategies
  1. Distinguish English script from non-English script (VCEALA195)
    1. pointing to words in English in a multilingual text
  2. Use simple dictionaries and word charts (VCEALA196)
    1. referring to picture dictionaries or bilingual dictionaries in the classroom to check meaning or spelling
    2. using words from classroom vocabulary charts when speaking or writing
  3. Engage with a small range of picture books in the classroom (VCEALA197)
    1. engaging with picture books selected by the teacher and some self-selected books
  4. Make simple connections between personal experience and familiar stories (VCEALA198)
    1. identifying familiar settings, characters or events in stories
    2. answering simple questions about personal experience related to stories, for example ‘Have you ever …?’, ‘Do you like … too?’
Linguistic Structures and Features Elaborations
Text structure and organisation
  1. Recognise and explore texts in different media and modes (VCEALL199)
    1. identifying and engaging with print and digital texts, including visual, multimodal and interactive texts
    2. navigating through different types of texts, for example turning the pages of a book, clicking links
  2. Understand and explore the basic layout and conventions of simple texts (VCEALL200)
    1. answering simple questions about the features of a text, for example ‘What is the name of this text?’, ‘Where is there a list in this text?’
    2. following step-by-step instructions to find information in a text, for example ‘Open up to the contents page. Now find the entry that says “Ocean”. Which page should we turn to?’
  3. Understand the sequence of events in a familiar text (VCEALL201)
    1. sequencing a short series of pictures or simple sentences to retell a familiar story
  4. Use basic terminology of reading (VCEALL202)
    1. understanding terminology such as ‘book’, ‘author’, ‘picture’, ‘word’
Grammatical patterns
  1. Sequence words to make simple sentences (VCEALL203)
    1. putting a jumbled sentence from a familiar text into the correct order
  2. Use simple present and past tense verb forms to talk about ongoing, current and past actions (VCEALL204)
    1. locating action verbs in a text, with support
    2. matching action verbs to images
  3. Use some high-frequency adjective–noun and verb–adverb combinations (VCEALL205)
    1. describing illustrations using short noun phrases and verb phrases, such as ‘big ball’, ‘run fast’
Word knowledge
  1. Recognise some common words or phrases (VCEALL206)
    1. recognising and reading personally significant words, such as own name on charts, book labels, name tags
    2. recognising common words and phrases from familiar charts, labels and books
  2. Build a vocabulary that draws on words of interest, learnt words and sight words (VCEALL207)
    1. identifying characters or objects that are represented in both illustrations and written text
    2. labelling simple diagrams or pictures using familiar words
    3. locating sight words in a familiar text
    4. recording words of interest in a simple personal vocabulary book
Grapho-phonics
  1. Recognise the letters of the alphabet (VCEALL208)
    1. locating particular letters, both lower-case and capital, in a short text when prompted
    2. reading aloud the spelling of a word by naming the letters
    3. attempting to pronounce new words by using the most common sound for each letter and sounds for familiar letter groups, following instructions from the teacher such as ‘What does the first letter sound like?’
  2. Understand the function of spaces, capital letters and full stops (VCEALL209)
    1. using spaces to count words in a sentence or on a line
    2. using capital letters and full stops to count sentences
    3. pausing at full stops when reading aloud
  3. Demonstrate reading-like behaviour (VCEALL210)
    1. tracking with finger and following as the teacher or a peer reads
    2. turning pages and following the teacher or peers
  4. Attempt to self-correct (VCEALL211)
    1. self-correcting pronunciation when the listener does not understand the word being read
  5. Locate letters on a keyboard (VCEALL212)
    1. reading letters from a word or short text and locating them on a keyboard
  6. Revisit familiar texts to develop accurate and fluent reading (VCEALL213)
    1. listening to a teacher or peer read the text aloud, chorusing reading and imitating pronunciation, intonation and emphasis

Writing

Communication Elaborations
  1. Use drawings, symbols, strings of letters and some words in own written work (VCEALC214)
    1. writing familiar words and strings of letters that approximate the pronunciation of words
    2. using drawings as a basis for oral explanations or captioning using simple writing
  2. Draw pictures to communicate activities or events and orally dictate sentences for the teacher to record (VCEALC215)
    1. drawing pictures with some detail of the participants, location and actions of an event
    2. orally recounting personal experiences in sequence, with a small amount of detail, for the teacher to write
  3. Copy words, phrases or sentences accurately and carefully (VCEALC216)
    1. tracing or copying letters, words and sentences written by the teacher
    2. making corrections to own writing when copying text
  4. Write some familiar words and complete simple, repetitive modelled sentences in writing (VCEALC217)
    1. writing common classroom words, such as the day and date at the top of a page
    2. writing familiar or formulaic words and sentences to communicate personal information, such as ‘My name is …’
    3. writing words and simple sentences that come from a familiar class text
  5. Express imaginative or personal ideas in simple forms of writing (VCEALC218)
    1. write words or sentences to describe or explain own drawings or pictures from a text
    2. telling a short story or recount to be scribed by a teacher, and copying these sentences
Cultural and Plurilingual Awareness Elaborations
Cultural understandings
  1. Understand the difference between writing and drawing, and that writing changes according to context and purpose (VCEALA219)
    1. pointing to pictures and words when prompted
    2. understanding that English writing consists of words formed by letters, and sentences made up of words
  2. Create basic texts, with support and modelling (VCEALA220)
    1. copying parts of a text and filling gaps with personal details or topic information
    2. rewriting own text into a new format, for example by adding headings and images
  3. Contribute ideas to shared writing activities (VCEALA221)
    1. making suggestions about the ideas to include in the text, for example the people and events
    2. drawing on familiar vocabulary and sentence structures to suggest expressions for shared writing
  4. Rewrite following explicit correction (VCEALA222)
    1. copying out a corrected version of own text, for example with corrected spelling or capital letters
    2. attempting to self-correct by copying spelling or sentences from classroom texts
Plurilingual strategies
  1. Use home language and/or mime to seek assistance from teachers or peers with writing English words or phrases (VCEALA223)
    1. miming actions or showing a picture to explain the meaning of the word sought in English
    2. talking to language peers to explain the idea in home language and ask for a translation into English
  2. Rely on memorisation and/or home language to retrieve new words and structures (VCEALA224)
    1. relying on simple or formulaic English expressions such as ‘Yes, teacher’ or ‘Hello, my name is …
  3. Use home language to express ideas (VCEALA225)
    1. writing in home language script or transliterating the sound of a home language word in Roman letters when the English word is unknown
    2. asking language peers to explain the meaning of a home language word when asked by the teacher, for example by pointing, drawing or using known language
  4. Initiate and practise writing tasks (VCEALA226)
    1. copying words from everyday signs and labels, or practising tracing and writing letters, words or numbers, from charts or an alphabet strip
Linguistic Structures and Features Elaborations
Text structure and organisation
  1. Write or dictate in sentences or phrases that match oral sentence structures (VCEALL227)
    1. using the same expression in writing as in speech, such as ‘Go to school’, ‘Come here’, ‘Play with …’
    2. dictating a story for the teacher to write down, based on drawings or prompts
  2. Write very short, simple texts (VCEALL228)
    1. write a small number of related phrases or sentences together, for example, when describing a picture, ‘Mum and Dad’, ‘in our house’
  3. Sequence a small number of ideas simply (VCEALL229)
    1. writing or dictating simple statements in time sequence, for example ‘Get my bag’, ‘Eat lunch’
    2. writing numbers to show the sequence of pictures or simple sentences
Grammatical patterns
  1. Write sentences that may not follow standard word order (VCEALL230)
    1. writing with some errors in word order, such as ‘I saw a car blue’
  2. Use basic verbs (VCEALL231)
    1. using some basic action verbs (‘sit’, ‘eat’, ‘play’), sensing verbs (‘want’, ‘like’) and relating verbs (‘is’, ‘was’)
    2. expressing negatives in the most basic forms, for example ‘I no like’
  3. Use basic descriptive words (VCEALL232)
    1. writing simple adjectives and adverbs as single words or part of short phrases, for example ‘tall tree’, ‘run fast’
    2. using simple adjectives and adverbs to express personal opinions or responses, such as ‘nice’, ‘little bit’
  4. Use basic conjunctions to connect ideas (VCEALL233)
    1. constructing basic compound sentences using common coordinating conjunctions (such as ‘and’ and ‘but’), for example ‘I went beach and go swimming’, ‘Want to play outside but it rain’
Word knowledge
  1. Use high-frequency words accurately, although sometimes repetitively (VCEALL234)
    1. using repetitive sentence beginnings
    2. using some evaluative vocabulary, for example ‘good’, ‘nice’ ‘I like’
  2. Use topic-specific vocabulary encountered in classroom activities (VCEALL235)
    1. referring to classroom charts and personal vocabulary lists to select vocabulary for writing
    2. using learnt topic-specific vocabulary in simple modelled sentences
Grapho-phonics
  1. Apply common conventions when copying or writing texts (VCEALL236)
    1. writing legibly and consistently in different contexts and using different implements
    2. writing from left to right and top to bottom
    3. using ruled lines to guide writing on the page
  2. Spell a number of high-frequency words accurately (VCEALL237)
    1. spelling some high-frequency words accurately from memory, including own name and short words used regularly, such as ‘it’, ‘my’, ‘we’
    2. representing words by their initial letter, such as ‘b’ for ‘book’
  3. Copy basic punctuation as part of writing work (VCEALL238)
    1. writing capital and lower-case letters and full stops accurately when copying
    2. beginning to copy more complex punctuation accurately, such as commas, question marks, exclamation marks
  4. Demonstrate basic keyboard skills (VCEALL239)
    1. identifying basic letters, numbers, symbols and punctuation marks on a keyboard
    2. placing a cursor in the correct position on a document page
    3. using a mouse to scroll through a document
    4. copying basic words from a text

Level BL Achievement Standard

Speaking and Listening

At Level BL students communicate simply but effectively in familiar, social and classroom contexts, using simple formulaic and some creative structures. They learn through English that is well supported by context. They contribute relatively complex ideas through simple English, and use simple English to respond to the ideas of others.

Students’ oral expression in English is characterised by short utterances, varying grammatical accuracy, simple subject–verb–object construction and over-generalisation of rules. They use common adjectives and adverbs to describe or add emphasis. They use repetitive grammar patterns copied from stories, songs, rhymes or other short texts. Students’ pronunciation, stress and intonation are comprehensible but carry elements of home language pronunciation. They use some basic communication strategies, asking for repetition, and questioning to check, clarify or confirm understanding. They use some basic strategies to initiate and sustain simple conversations in English, restating, repeating or re-pronouncing as appropriate.

Reading and Viewing

At Level BL students read a wide range of familiar, short, simple, repetitive fictional...

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Level B1

Level B1 Description

The curriculum for Level B1 supports students to develop their communication skills both verbally and non-verbally. Students follow simple instructions, answer predictable questions, make basic requests and express needs simply. Through active participation in conversations, students learn about the ways that English changes according to context and audience.

Students explore a wide range...

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Level B1 Content Descriptions

Speaking and Listening

Communication Elaborations
  1. Demonstrate active listening skills, attending to tone, intonation and body language (VCEALC240)
    1. displaying appropriate body language while listening, including body orientation, eye contact, facial expressions, nodding or shaking the head
    2. using tone and intonation to distinguish between statements, questions and instructions
  2. Interact and respond appropriately verbally and non-verbally in simple conversations with teacher or peers (VCEALC241)
    1. indicating agreement or non-agreement through body language such as nodding or shaking the head, or formulaic speech such as ‘I agree’, ‘I don’t think so’
    2. using some culturally appropriate conventions such as ‘Excuse me’, ‘Please …’, ‘Thank you’
    3. borrowing words from the question, for example Teacher: ‘What is your hobby?’ Student: ‘My hobby is …’
  3. Ask for repetition or clarification to confirm understanding or elicit help (VCEALC242)
    1. composing simple requests to ask for clarification, for example ‘Please repeat’, ‘What means …?’
    2. referring to the speaker’s key words when asking for clarification, for example Teacher: ‘Get your stationery’ Student: ‘What is stationery?’
  4. Participate in extended conversations with reliance on other speakers to scaffold, interpret, clarify or elaborate (VCEALC243)
    1. seeking help or clarification from other speakers, for example through home language, gesture or rewording
    2. responding with short or sometimes more extended responses, including answering questions, adding to other speakers’ points or giving personal opinions
    3. borrowing key topic words and question structures to help formulate responses
  5. Understand the language of classroom routines (VCEALC244)
    1. understanding common classroom action verbs such as ‘sit’, ‘collect’, ‘pack up’
    2. following simple task instructions by relying on key words or phrases in context
    3. making simple requests and expressing needs, thoughts and opinions
  6. Identify some key points of information in short spoken texts, with guidance (VCEALC245)
    1. understanding learnt vocabulary and sentence structures in texts
    2. pointing to parts of pictures that are mentioned in the text or conversation
    3. using questions to help identify relevant items of information, for example Teacher: ‘What colour was it?’ Student: ‘It was blue’
  7. Rehearse or role-play short scenarios or exchanges (VCEALC246)
    1. replicating features of conversation and exchange, for example interpersonal language or negotiation of meaning
    2. exchanging and responding to feedback about aspects of speech, such as phrasing, fluency, intonation, volume and pace, with group members when rehearsing or performing role-plays
Cultural and Plurilingual Awareness Elaborations
Cultural understandings
  1. Use appropriate social formulas (VCEALA247)
    1. understanding the nature of social interactions with familiar people and in known settings
    2. using a small range of appropriate formulaic social expressions, such as ‘please’, ‘thank you’, ‘May I?’
  2. Speak or listen appropriately during class interactions (VCEALA248)
    1. displaying appropriate listening behaviours, such as attentive posture, appropriate facial expressions and gestures
    2. attending to the expressions of other speakers and incorporating cues such as questions or key words in own responses
  3. Use appropriate non-verbal communication to sustain interaction with others (VCEALA249)
    1. using appropriate non-verbal communication to support meaning, such as eye contact, facial expression, gesture, posture
    2. using strategies to assess engagement and understanding of listeners, including checking for attentive posture or confused facial expressions
    3. asking teacher or peers about appropriate behaviour in certain situations, for example ‘Should I give eye contact?’, ‘Is it OK to shake hands?’
Plurilingual strategies
  1. Distinguish spoken English from other languages and respond in English (VCEALA250)
    1. recognising the sounds and words of English in interactions
    2. using common words and formulaic phrases to answer questions and express meanings
    3. drawing on shared linguistic resources to clarify and negotiate meaning using English and other available languages
  2. Check understanding of classroom English with other home language speakers (VCEALA251)
    1. formulating questions in English and home language to clarify classroom instructions or new ideas and vocabulary
    2. drawing on a range of shared languages to negotiate meaning and clarify information
Linguistic Structures and Features Elaborations
Text structure and organisation
  1. Construct short utterances that use common adjectives to describe or add emphasis (VCEALL252)
    1. combining learnt vocabulary, including adjectives, to describe objects and ideas, such as ‘very hot’, ‘beautiful picture’
  2. Use simple conjunctions (VCEALL253)
    1. using a small range of simple conjunctions such as ‘and’ and ‘but’
    2. formulating basic compound sentences with the most common conjunctions, for example ‘I caught a bus and then walked’
Grammatical patterns
  1. Use a range of learnt word patterns for appropriate purposes (VCEALL254)
    1. using formulas for a range of purposes, including asking questions, supporting social interaction or self-expression, such as ‘What’s the time?’, ‘Oh, no!’, ‘Excellent work’, ‘Well done’
    2. using longer formulaic constructions to articulate needs, such as ‘Can I eat lunch?’, ‘I want to go toilet’
  2. Use a small range of basic verb forms accurately (VCEALL255)
    1. matching simple verb tense to time words, such as ‘Yesterday we went …’, ‘Now we can eat lunch’, ‘Tomorrow we will go …’
    2. maintaining consistent tense when describing events in the past, present and future, for example ‘I walked to his house and we played games’
    3. using ‘no’ or ‘not’ with verbs, adjectives and nouns to express negative forms, such as ‘Not play’, ‘I no sad’, ‘Me no’
  3. Use a small range of descriptive language (VCEALL256)
    1. using a range of adjectives to express affect (‘frightened’, ‘surprised’), judgement (‘naughty’, ‘brave’) and appreciation (‘interesting’, ‘amazing’)
    2. forming simple noun groups that combine one or two adjectives with a noun, for example ‘hot day’, ‘scary old house’
    3. formulating short adverbial phrases, such as ‘on my bike’, ‘with his brother’, ‘every week’
  4. Use the most basic forms of modality (VCEALL257)
    1. understanding basic expressions of modality, such as ‘want to’, ‘have to’, ‘should’
    2. beginning to use basic modal verbs, such as ‘want to’, ‘have to’, ‘should’
  5. Attempt to self-correct (VCEALL258)
    1. self-correcting pronunciation based on feedback from the listener
    2. re-pronouncing words or rephrasing sentences with guidance from the listener
    3. rephrasing utterances in simple ways when the listener indicates they have not understood
Word knowledge
  1. Respond to key words in many common instructions (VCEALL259)
    1. carrying out common instructions, such as ‘Open the windows’, ‘Bring your work’, ‘Use the coloured pencils’
    2. clarifying instructions before acting, by recasting key words (‘Open them?’, ‘These pencils?’) or by indicating the objects
  2. Use learnt words in speech (VCEALL260)
    1. retaining learnt words by using them in speech with the teacher, peers or family members
Phonology
  1. Use pronunciation and some non-verbal features to support communication (VCEALL261)
    1. attending to intonation and tone to distinguish between questions, instructions and statements
    2. recognising and imitating features of sounds and intonation in the speech of the teacher and peers, and in video or audio clips
    3. expressing emotions through intonation, for example happiness or anger
  2. Use comprehensible pronunciation for a range of high-frequency words learnt in class (VCEALL262)
    1. developing comprehensible pronunciation through imitation and rehearsal
    2. accurately pronouncing a range of high-frequency words used in classroom instructions, texts and interactions
  3. Repeat or re-pronounce words or phrases after recognising they have not been understood (VCEALL263)
    1. attending to the listener’s body language or asking directly whether own speech has been understood
    2. attempting to re-pronounce words using different pronunciation, stress or pace

Reading and Viewing

Communication Elaborations
  1. Understand a range of simple texts based on predictable language structures and vocabulary (VCEALC264)
    1. matching phrases and sentences from the text to images or diagrams showing the same ideas
    2. demonstrating understanding of simple factual or fictional texts by performing a task, such as following written instructions to plant a seed in a pot, or drawing parts of a story
  2. Use key words to understand the main idea in short texts (VCEALC265)
    1. identifying the main topic of a short paragraph, for example ‘This is about dogs’
    2. identifying the main characters and events in a short narrative when given a prompt such as, ‘In this paragraph we can find the name of the main character’
  3. Acquire some information from a small range of images (VCEALC266)
    1. locating city or country names on a simple map
    2. using pictures to predict the events in a narrative
    3. using images, diagrams, graphs and tables to predict the content of a factual text
  4. Follow simple written instructions and questions with support (VCEALC267)
    1. following simple written instructions or questions, for example ‘Open the book to this page’
    2. responding to familiar, simple written instructions or questions, such as ‘Write your name’, ‘How old are you?’
  5. Provide responses to texts (VCEALC268)
    1. talking about a favourite page
    2. naming and describing characters from a text
  6. Make simple predictions or inferences about a text (VCEALC269)
    1. suggesting what might happen next in a narrative with a familiar setting or characters
    2. describing the feelings of a character in simple terms, based on print text and accompanying images
  7. Participate in simple group activities on shared texts, with some support (VCEALC270)
    1. joining group discussions by listening to other students and giving brief, relevant responses to questions
    2. responding to the text, for example illustrating a section or answering questions about a text
Cultural and Plurilingual Awareness Elaborations
Cultural understandings
  1. Understand that people read texts for a variety of purposes (VCEALA271)
    1. suggesting an audience for a text, for example ‘This book is written for children’
    2. giving a simple personal response to a text, for example ‘I enjoyed it’, ‘I learnt about …’
  2. Identify basic purposes and likely audiences of different text types (VCEALA272)
    1. answering simple questions about the text, such as ‘Would this text be more useful for a parent or a child?’
  3. Respond to familiar and new content in texts (VCEALA273)
    1. engaging with texts about ideas and events from different places, times and cultures
    2. making connections between texts and personal experience, such as identifying events that are familiar or new
    3. expressing a personal response to cultural ideas in texts
  4. Select suitable books to read (VCEALA274)
    1. skimming part of a book to check for familiar English content, images, size, amount of print and layout, before making a selection
    2. comparing books with those previously read, in order to predict the suitability of topic, language, length and structure
Plurilingual strategies
  1. Recognise the difference between texts in English and texts in other languages (VCEALA275)
    1. suggesting ways of beginning or ending a story in different languages, for example ‘Instead of “Once upon a time”, in my language we say, “…”’
  2. Experiment with using a picture or simple English dictionary and/or a home language–English bilingual dictionary to find words (VCEALA276)
    1. using a picture dictionary or bilingual dictionary to search for a word in English
  3. Engage with a diverse range of picture books that reflect a variety of cultural beliefs, practices and views (VCEALA277)
    1. choosing a variety of texts with different settings and themes
  4. Relate aspects of a narrative to own experience (VCEALA278)
    1. recounting a similar experience to that of the character, for example ‘That happened to me once, when …’
    2. describing similarities and differences in the setting of a narrative and own experience
Linguistic Structures and Features Elaborations
Text structure and organisation
  1. Identify and compare differences between text types (VCEALL279)
    1. accessing a range of text types including recount, report, narrative, slideshow, web page, podcast
    2. identifying the topic and structure of a text based on its layout and visual appearance, for example use of headings or illustrations
    3. answering questions about text purpose and organisation, for example ‘Which text tells us how to do something?’, ‘Which texts use headings?’
  2. Understand the purpose and basic organisational features of simple text types (VCEALL280)
    1. using language, layout or topic to identify the difference between factual and fictional texts
    2. following simple instructions to find information in a text, for example ‘Use the contents list to find the section about oceans’
    3. following simple instructions to find information in a multimodal, interactive or digital text by following links and headings
    4. using illustrations and headings to locate information about specific topics
  3. Understand the sequence of key words, phrases or ideas in a familiar text (VCEALL281)
    1. creating a simple storyboard to show the sequence of ideas from a text
    2. filling in missing items from a sequence of key words, phrases or sections from a text
  4. Use some of the terminology of reading (VCEALL282)
    1. understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
    2. identifying features of a text in answer to questions such as ‘Who is the author of this book?’
Grammatical patterns
  1. Read sentences that use basic subject, verb and object patterns, where content and vocabulary are familiar (VCEALL283)
    1. ordering jumbled sentences to create grammatical and logical sentences
    2. answering simple questions about sentences, for example Teacher: ‘What did the dog eat?’, Student: ‘The dog ate the bone’
  2. Identify simple present and past tense verbs (VCEALL284)
    1. locating verbs in a text
    2. matching pairs of simple present and past tense verbs together, for example ‘go’ and ‘went’
  3. Use knowledge of base words to read new forms (VCEALL285)
    1. attempting to read new forms of familiar words, and self-correcting using knowledge of base words and common morphemes, such as ‘walk, walked, walks’
Word knowledge
  1. Read some familiar words and phrases (VCEALL286)
    1. using previous knowledge to read familiar words and phrases in unfamiliar texts, such as words from a high-frequency word list and sentence starters such as ‘Once upon a time …’ and ‘Today is …’
  2. Build a vocabulary that draws on words of interest, topic words and sight words (VCEALL287)
    1. following instructions related to labelled items or locations, for example ‘Take out your laptop’, ‘Place your printed work in the “finished” basket’
    2. reading sight words in a new text
    3. recording words of interest in a personal dictionary or vocabulary book
Grapho-phonics
  1. Identify common syllables and patterns within words (VCEALL288)
    1. naming letters and giving their sounds when spelling or sounding out new words
    2. reading aloud words that are familiar or contain familiar letter patterns with some accuracy and confidence
  2. Recognise the function of capital letters and full stops, and use them (VCEALL289)
    1. pausing at a full stop when reading
    2. recognising words using capital letters, for example names and the beginning of sentences
  3. Use a range of cues to support reading and viewing (VCEALL290)
    1. using information from images and headings to support understanding of the topic
    2. using organisational features to navigate a text, for example titles and headings in a print text, or links and navigational items in a digital text, including multimodal and interactive texts
  4. Self-correct with guidance (VCEALL291)
    1. self-correcting pronunciation based on feedback from the listener
    2. breaking unfamiliar words into morphemes or syllables
  5. Use basic digital technology functions (VCEALL292)
    1. typing letters and words, copying from a print text
    2. following simple instructions with visual support to navigate a digital text using menu items or links
  6. Reread familiar texts to increase accuracy and fluency and to enhance understanding (VCEALL293)
    1. repeating a sentence with corrected pronunciation and improved fluency

Writing

Communication Elaborations
  1. Write known phrases around familiar language (VCEALC294)
    1. writing phrases and short sentences learnt from repetition, chorusing or a familiar class text
    2. writing simple phrases as captions or explanations for drawings
  2. Use additional information to support simple narrative or recount sentences (VCEALC295)
    1. drawing illustrations or diagrams to accompany sentences in a narrative or recount
    2. using online storyboarding software to create a simple story map to show the events and characters in a narrative
  3. Write simple factual texts using print and computers or other digital devices for a variety of classroom purposes (VCEALC296)
    1. writing simple factual texts to give information, instruction or keep records, such as a digital class journal
  4. Write ‘real world’ texts (VCEALC297)
    1. making a list of items to take on excursion, using the names of familiar objects
    2. writing a letter introducing themselves, using some formulaic expressions such as ‘Dear …’, ‘I live in …’
    3. writing a simple story to share with the class, based on listening to a story told at home
  5. Write simple imaginative or personal texts modelled on familiar forms and repetitive patterns (VCEALC298)
    1. following the structure of model texts, such as the use of a greeting, sequence of events and reflection in a diary
    2. writing imaginative texts adapted from or in response to classroom texts, for example a story with an alternative setting or ending
Cultural and Plurilingual Awareness Elaborations
Cultural understandings
  1. Write using language that largely reflects features of spoken language (VCEALA299)
    1. using spoken-like language structures based on familiar contexts and interactions, such as simple sentences about personal topics, or long compound sentences listing a series of events
    2. following simple spoken text structures, such as events in chronological sequence
  2. Create short, simple texts for particular purposes, with some support and modelling (VCEALA300)
    1. using learnt text structures or model texts to begin writing independently
    2. creating simple responses to texts, for example replying to a letter or stating a personal opinion about an issue in a video clip
    3. building on feedback from previous writing tasks to improve accuracy and extend sophistication in writing
  3. Contribute to shared simple brainstorming of ideas and identify relevant vocabulary to be incorporated into the written work (VCEALA301)
    1. suggesting new ideas that relate to the topic or section being discussed
    2. suggesting vocabulary to use in shared writing, based on vocabulary lists, learnt vocabulary and own reading
  4. Rewrite after correction, discussion or prompting (VCEALA302)
    1. following feedback to delete or add words to clarify
    2. correcting spelling with reference to word lists or dictionaries
Plurilingual strategies
  1. Ask how to write certain home language words in English (VCEALA303)
    1. talking to language peers to explain the word in home language and ask for a translation into English
    2. recording the word in home language and English in personal dictionary or vocabulary chart
  2. Employ a range of strategies to understand new or unknown words (VCEALA304)
    1. referring to written resources such as bilingual dictionaries, charts or own spelling lists
    2. recording a vocabulary list that includes English, home language and other details such as an image or phonetic pronunciation
    3. writing notes in home language about meaning and pronunciation when encountering new words in texts
  3. Translate literally from home language to English (VCEALA305)
    1. translating word-for-word from home language to English, before adapting the translation into English sentence structure
    2. using a bilingual dictionary to find translations of new words, and noting these in home language and English
  4. Engage with a range of writing tasks (VCEALA306)
    1. writing short, simple texts following learnt structures and based on model texts
    2. explaining to or discussing ideas with home language peers using home language or English before beginning writing
    3. using a range of media for writing, for example writing or drawing on paper or on the board, or typing on a computer or other digital device
Linguistic Structures and Features Elaborations
Text structure and organisation
  1. Organise some subject matter and write according to the structure of the text type, using modelled forms and repetitive patterns (VCEALL307)
    1. relying on templates or model texts for organisational structure, for example introduction, body paragraphs, conclusion
    2. copying topic sentences or parts of sentences to support idea generation and to structure writing
  2. Attempt to write paragraphs and topic sentences (VCEALL308)
    1. grouping sentences about the same topic into simple paragraphs
    2. using key words to write a simple topic sentence at the beginning of most paragraphs
  3. Sequence ideas simply, using short sentences or statements (VCEALL309)
    1. writing a series of short statements in time sequence, for example ‘I eat breakfast’, ‘I go to school’, ‘I read a book’
    2. grouping together short sentences about the same topic, for example ‘Frogs are green’, ‘Frogs have big eyes’, ‘They eat insects’
    3. using simple pronoun references to avoid repeating the subject in consecutive sentences, for example ‘Emma came to school early. She felt very tired’ and ‘Yesterday the class went … We went …’
Grammatical patterns
  1. Use simple sentences and phrases with correct subject–verb–object pattern (VCEALL310)
    1. writing with some errors with agreement, such as ‘I read book’, ‘She watch video’
  2. Use common verb forms correctly (VCEALL311)
    1. using common simple past tense forms with the suffix ‘–ed’ consistently, though over-generalising rules for some less common irregular past tense verbs, such as ‘catched’, ‘freezed’, ‘waked’
    2. using common irregular past tense verbs, such as ‘went’, ‘said’, ‘bought’
    3. expressing simple negative constructions accurately, for example ‘I do not like …’
  3. Use a small range of simple descriptive phrases (VCEALL312)
    1. building simple noun phrases using adjectives, such as ‘the blue car’
    2. using a narrow range of adverbs and phrases to add circumstance, such as ‘The car goes fast’, ‘I sat on a chair’
    3. using simple comparative adjectives in basic sentences with varied accuracy, for example ‘My brother bigger than me’
  4. Use some conjunctions to connect ideas within a sentence (VCEALL313)
    1. constructing compound sentences with a small range of coordinating conjunctions (such as ‘and’, ‘but’, ‘so’), for example ‘I caught a bus and then walked’
    2. constructing basic complex sentences using some common subordinating conjunctions (such as ‘because’, ‘when’, ‘after’), for example ‘After we finished dinner, Mum wanted to play a game’
Word knowledge
  1. Use formulaic structures (VCEALL314)
    1. using formulaic time markers, such as ‘On Monday …’, ‘First …’, ‘After that …’, ‘Last …’
    2. using formulaic sentence beginnings throughout a text, for example ‘On the weekend I … And then I … Then I …’
  2. Incorporate learnt vocabulary into writing (VCEALL315)
    1. matching words to definitions or labelling diagrams
    2. referring to classroom charts and personal vocabulary lists for key vocabulary
  3. Use repetition for effect (VCEALL316)
    1. repeating words for emphasis or impact, such as ‘many, many people’
Grapho-phonics
  1. Use simple layouts to present texts logically (VCEALL317)
    1. following model texts or templates to lay out learnt text types
    2. separating ideas in texts by leaving a line or writing a heading
    3. using basic tools in a software application to format a digital text, for example making headings a larger font and placing images near relevant text
  2. Spell accurately common words encountered in the classroom (VCEALL318)
    1. spelling accurately high-frequency words and words learnt in class, such as ‘the’, ‘and’, ‘is’, ‘it’
    2. using sound or visual features to spell new words, for example ‘evry’
    3. referring to classroom charts and personal vocabulary lists to check or confirm spelling
  3. Use basic punctuation, such as full stops and capital letters, appropriately (VCEALL319)
    1. consistently using capital letters to begin sentences and names
    2. consistently using a full stop to end a sentence
    3. correcting capital letters and full stops when reviewing own or others’ writing
  4. Use basic software functions to present text (VCEALL320)
    1. using a keyboard to type capital and lower-case letters, numbers and basic punctuation marks
    2. typing letters, numbers, symbols and words, copying from a print text
    3. using simple editing functions such as inserting or deleting a word, and formatting functions such as making text bold or changing the colour

Level B1 Achievement Standard

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 complex ideas, usually concerning concrete subject matter.

Students follow simple instructions, answer predictable questions, make basic requests and express needs simply. Students show initial understanding that English changes according to context and audience, and modify their use of English in response to a range of familiar classroom and social purposes. They use appropriate social formulas and non-verbal language. Students’ utterances are characterised by varying grammatical accuracy. They use common adjectives and adverbs to describe or add emphasis. Students use basic communication strategies, asking for repetition, and questioning to clarify and confirm understanding. They restate simply, repeat or re-pronounce when necessary.

Reading and Viewing

Students working at Level B1 read short familiar texts, based on simple language structures and features,...

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Level B2

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 communication skills in increasingly complex and de-contextualised situations and settings....

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Level B2 Content Descriptions

Speaking and Listening

Communication Elaborations
  1. Demonstrate independence in extended conversations (VCEALC321)
    1. contributing ideas and information to extend the conversation and make connections to other speakers
    2. asking questions for clarification or elaboration of ideas
    3. giving personal opinion, such as agreement or disagreement with a point
  2. Initiate and maintain short, structured social interactions with increasing fluency (VCEALC322)
    1. developing fluency in interactions with peers and familiar adults around personal and familiar topics such as introducing self
    2. using simple conversation openers, turn-taking, leave-taking and social formulas such as ‘Excuse me’, ‘Can you please …?’, ‘Yes, thank you’
    3. negotiating meaning through use of gestures, modified speech, simple questions and clarifications
  3. Ask speaker to repeat or speak slowly, or ask what a word means (VCEALC323)
    1. using simple formulaic expressions to ask the speaker to repeat or speak slowly, for example ‘Please say that again’, ‘Please say it slowly’
    2. generating a range of simple expressions to ask the meaning of a word, such as ‘What you mean?’, ‘What means “festival”?’, ‘What “dog”?’
  4. Comprehend social English in most familiar contexts, and use conversation partners to support understanding (VCEALC324)
    1. using support from conversation partners, including gestures, modified speech, provision of wait-time
    2. repeating and adapting another speaker’s words to formulate responses, such as Student 1: ‘Where did you plant the seeds?’ Student 2: ‘Plant the seeds in a pot’
  5. Use a repertoire of common classroom and schoolyard language (VCEALC325)
    1. understanding simple questions on familiar topics or themes and responding appropriately
    2. following a short sequence of classroom task-related instructions with clear steps and modelling of the task
    3. adapting common classroom and schoolyard language to a small range of relevant situations, such as ‘Wait a minute’, ‘Be quiet, please’, ‘My turn’
  6. Identify key points of information in short spoken texts (VCEALC326)
    1. recognising key topic words from classroom activities and texts
    2. recalling the sequence of ideas in a spoken text
    3. answering questions using a familiar structure on a familiar topic
  7. Recall and retell a simple story such as a recount, legend or fairytale (VCEALC327)
    1. learning the content and sequence of a story through storytelling, reading or viewing in home language or English, and retelling in English
    2. using conventions of story texts, such as ‘Once upon a time’
    3. controlling pronunciation, intonation and emphasis to contribute to engaging storytelling
Cultural and Plurilingual Awareness Elaborations
Cultural understandings
  1. Respond appropriately in some contexts (VCEALA328)
    1. listening to and observing others to understand the nature of familiar social interactions
    2. adapting social expressions to suit the conversation partner, for example saying ‘Hi’ to a friend and ‘Good morning’ to a teacher
  2. Participate appropriately in social and learning situations (VCEALA329)
    1. applying conventions of interaction, such as conversational formulas, turn-taking, affirming, suggesting, discussing
    2. participating in interactions by listening actively, responding to others and contributing information and ideas
    3. negotiating meaning through use of gestures, modified speech, simple questions and clarifications
  3. Enhance own spoken texts with appropriate non-verbal strategies (VCEALA330)
    1. modifying own intonation, volume and stress according to context and purpose, such as shouting a warning, or talking softly in group or play activities
    2. using purposeful non-verbal strategies to support meaning and engage listeners, such as eye contact, facial expression, gesture, posture
Plurilingual strategies
  1. Ask for the translation of specific words from other home language speakers (VCEALA331)
    1. using English, home language and other known languages to seek clarification from same language peers or staff
  2. Use home language resources to support understanding of classroom English (VCEALA332)
    1. using home language and English to ask for or give clarification of classroom instructions, vocabulary and subject content with same language peers
    2. accessing home language or bilingual resources such as dictionaries, online translation tools or information texts to support understanding of classroom content
    3. recording words and information in a personal word list in both home language and English
Linguistic Structures and Features Elaborations
Text structure and organisation
  1. Describe and identify people, places and things using simple vocabulary for colour, size, place, location, time (VCEALL333)
    1. using a small range of descriptive vocabulary to communicate about specific people, places and things, for example ‘the big red book’, ‘a park near my house’
    2. building simple noun phrases to describe specific people, places and things
  2. Use specific time and sequence markers in speech (VCEALL334)
    1. using time markers to indicate specific moments in the past, present and future, such as ‘yesterday’, ‘last week’, ‘on the weekend’
    2. following instructions that include sequence markers such as ‘first’, ‘then’, ‘after that’, ‘finally’
Grammatical patterns
  1. Use some grammatical rules consistently (VCEALL335)
    1. using some grammatical rules consistently, for example formation of regular plurals, such as ‘friends’ and ‘ideas’, or regular past tense verbs, such as ‘walked’ and ‘helped’
    2. over-generalising some grammatical rules, for example in formation of plurals, such as ‘mouses’ and ‘sheeps’, or in forming past tense, such as ‘eated’ and ‘buyed’
  2. Use a range of verb forms with increasing accuracy (VCEALL336)
    1. maintaining consistency of verb tenses in extended speech or conversation, for example using ‘–ing’ and ‘–ed’
    2. using forms of ‘to be’ or ‘to have’ as auxiliaries in common verb phrases, for example ‘It was broken’, ‘I am eating’, ‘They have finished’
    3. accurately using auxiliary verbs to express negative forms, such as ‘I don’t go’, ‘I couldn’t see’
  3. Use simple descriptive phrases (VCEALL337)
    1. using a range of adverbial phrases to express circumstances of place (‘over there’), location (‘in the room’) and time (‘last week’)
    2. using a range of regular comparative adjectives (‘bigger’, ‘older’, ‘healthier’), some irregular comparatives (‘better’, ‘more’) and comparatives with three or more syllables (‘more expensive’, ‘more beautiful’), with occasional errors
    3. forming some negative comparisons using a range of forms with developing accuracy, for example ‘not as big as’, ‘less expensive’, ‘less healthy’
  4. Use simple forms of modality (VCEALL338)
    1. understanding simple modality, such as ‘if’, ‘could’, ‘might’, ‘will’, ‘must’, ‘perhaps’, when listening to others
    2. beginning to use modality through verbs (‘It might rain’, ‘You can do it’) and adverbs (‘Perhaps I will go’, ‘This is really tasty’)
  5. Self-correct pronunciation and grammar (VCEALL339)
    1. assessing the listener’s understanding based on body language, facial expressions and direct feedback
    2. seeking assistance from speech partners to re-pronounce words or rephrase sentences
    3. attempting to self-correct pronunciation and grammar
Word knowledge
  1. Respond to a short sequence of instructions in a familiar context (VCEALL340)
    1. understanding and using common classroom action verbs, such as ‘sit’, ‘collect’, ‘open’, ‘stop’
    2. understanding and using simple sequence markers, such as ‘first’, ‘next’, ‘and then’
    3. asking for clarification, for example ‘What next?’, ‘Is this right?’
  2. Use, in speech, vocabulary and structures learnt from spoken and written texts (VCEALL341)
    1. rehearsing and repeating memorable new terminology, for example the names of ingredients in a recipe or rhyming words from a poem
    2. incorporating new vocabulary from written texts in conversations and presentations
Phonology
  1. Use pronunciation and non-verbal features to support communication (VCEALL342)
    1. imitating features of the speech of others, including the teacher, peers and speakers in video or audio clips
    2. practising pronunciation, rhythm and intonation by repeating words, phrases and sentences
  2. Use clear pronunciation for common words and learnt key topic words (VCEALL343)
    1. attending to pronunciation and making adjustments based on the reaction of listeners or direct feedback
    2. accurately pronouncing common words and learnt words used in interpersonal interactions, classroom situations and content learning
  3. Self-correct and improve aspects of pronunciation that impede communication (VCEALL344)
    1. identifying specific words in a text that may pose pronunciation problems, based on guidance from the teacher, such as ‘Find all the words ending in “s”’
    2. asking for support with communication, such as ‘What is the difference between “walk” and “work”?’

Reading and Viewing

Communication Elaborations
  1. Read simple, unfamiliar informative, imaginative and persuasive texts, with support (VCEALC345)
    1. reading a new text with occasional prompts and corrections from the teacher
    2. using resources to support reading and understanding, such as vocabulary lists or group discussions
  2. Identify the main idea in short texts using guide questions (VCEALC346)
    1. identifying key words in questions and finding them in the text
    2. identifying key words from headings or topic sentences in order to extract key information from a factual text
  3. Acquire information from different types of visual representations in text (VCEALC347)
    1. locating a cell on a table, using row and column headings
    2. using diagrams, graphs or pictures to help interpret meaning in a written text
    3. sequencing written descriptions to match a series of diagrams
  4. Follow simple instructions and questions in print or digital texts (VCEALC348)
    1. following simple print or digital instructions, such as ‘Fill the …’, ‘Measure the …’, ‘Record the …’
    2. answering simple print or digital questions such as ‘How many …?’
  5. Express a personal response to an imaginative text or elements of the text (VCEALC349)
    1. expressing a point of view about a character’s actions
    2. making simple connections between an element of the text and personal experience
  6. Make and substantiate inferences and predictions when reading or listening to a text read aloud (VCEALC350)
    1. making connections between the text and own experience or other texts
    2. matching images or names of emotions to characters and events in the text
  7. Contribute to group activities on shared texts (VCEALC351)
    1. listening to group discussion, contributing relevant ideas and negotiating responses to the group activity
    2. creating shared responses to the text, for example answering questions or jointly writing a short extension to a story
Cultural and Plurilingual Awareness Elaborations
Cultural understandings
  1. Identify the purpose and structure of a small range of texts (VCEALA352)
    1. sorting and sequencing two jumbled texts mixed together, for example a story about the big bad wolf and an information report about wolves
    2. making simple comparisons between text types, for example comparing the visual layout of an information report and a news story
  2. Identify different types of books (VCEALA353)
    1. differentiating between fiction and non-fiction books by looking at the cover, title and images
  3. Respond to cultural ideas in texts (VCEALA354)
    1. engaging with texts from a range of contexts and cultures
    2. comparing ideas in texts to personal experience, for example ‘My family also cooks like this’
    3. expressing personal opinion about cultural ideas in texts, for example ‘I would like to try this one day’
  4. Select a range of books to read (VCEALA355)
    1. comparing the content, images, amount of print and difficulty of language of different books before selecting one to read
    2. selecting a small variety of books to read, for example with a range of genres, topics, settings or perspectives
Plurilingual strategies
  1. Compare own experiences to those represented in texts (VCEALA356)
    1. making connections to different experiences (for example, ‘When I …’) or recounting related personal experiences
    2. explaining knowledge related to a text that has been learnt previously, in a different setting
  2. Use a simple English dictionary or class word list to find words, and/or check home language–English bilingual dictionary for meanings (VCEALA357)
    1. referring to word lists or charts to find specific vocabulary related to a topic
    2. using a bilingual dictionary to find an English equivalent for a word known in home language
    3. checking meaning in both home language and English before using a word in speech or writing
  3. Engage with a diverse range of texts that reflect a variety of cultural beliefs, practices and views (VCEALA358)
    1. selecting texts with a range of settings and characters, including those related to personal experience and those that are unfamiliar
  4. Express personal point of view about a character’s actions (VCEALA359)
    1. expressing agreement or disagreement with a character’s actions, and giving a reason
    2. suggesting own feelings and actions in a similar situation
Linguistic Structures and Features Elaborations
Text structure and organisation
  1. Identify informative, imaginative and persuasive texts when reading texts or listening to texts read aloud (VCEALL360)
    1. identifying, sequencing and labelling structural elements of the text such as sections, headings or images
    2. identifying characteristics of the language of the text, such as use of personal or technical language, or features of intonation and emphasis
  2. Understand the purpose and organisational features of common text types (VCEALL361)
    1. matching sections of a text with labels for their name and purpose
    2. making predictions about the subject matter of a text, based on features such as illustrations, headings and layout
    3. navigating a digital text using a series of links, to locate specific information
  3. Understand the relationships between events or ideas in a text (VCEALL362)
    1. sorting sentences into sets related to the same topic, and writing a heading for each set
    2. arranging parts of a sentence that use cohesive devices, such as ‘after that’ and ‘because’
    3. understanding the items that pronouns refer to, such as ‘The dogs … They …’
  4. Understand and use a range of learnt metalanguage to talk about text (VCEALL363)
    1. matching labels to parts of a text, such as ‘introduction’, ‘topic sentence’, ‘example’
    2. identifying and labelling learnt features of language in a text, for example ‘noun’, ‘verb’, ‘conjunction’
Grammatical patterns
  1. Read texts that contain compound and complex sentences (VCEALL364)
    1. reading a small range of factual and fictional texts
    2. understanding common coordinating conjunctions (such as ‘and’, ‘but’, ‘so’) and subordinating conjunctions (such as ‘because’, ‘if’, ‘before’)
  2. Use knowledge of simple tense and negation to interpret the meaning of written text (VCEALL365)
    1. identifying the base word and interpreting the effect of tense and negation, for example in ‘did not eat’
    2. matching sets of phrases to show their relationship, for example ‘go’, ‘went’ and ‘did not go’
  3. Use knowledge of sentence structure to predict words or self-correct (VCEALL366)
    1. self-correcting when reading does not make sense, using knowledge of similar sentences in a repetitive text, or previously learnt sentence structures
    2. predicting sentence endings when reading, based on previously learnt grammar, though these predictions may not match the text
Word knowledge
  1. Read some common words or familiar phrases (VCEALL367)
    1. using previous knowledge to read familiar words or phrases in new texts, such as ‘next to the’, ‘she said’
Grapho-phonics
  1. Apply knowledge of letter–sound relationships to read new words with some support (VCEALL368)
    1. using knowledge of letter–sound relationships and familiar phonemes to make predictions about new words
    2. breaking words into syllables and phonemes to read new words
  2. Understand simple punctuation when reading (VCEALL369)
    1. using sentence punctuation to identify the nature of sentences, for example whether a sentence is a statement or question
    2. using punctuation to identify parts of the sentence, for example pausing appropriately at full stops and commas
  3. Adapt speed when reading an unfamiliar text (VCEALL370)
    1. reading word-by-word and clarifying, if the meaning breaks down, by pausing, rereading and/or reading on
  4. Self-correct pronunciation (VCEALL371)
    1. applying knowledge of less common sounds and words with similar letter patterns to alter pronunciation
    2. seeking assistance from speech partners to re-pronounce words
  5. Develop a small range of skills to create and navigate a simple digital text, including multimodal and interactive texts (VCEALL372)
    1. typing in letters and words, copying from a print text or typing short original texts
    2. following step-by-step instructions to navigate a digital text using menu items or links
  6. Modify intonation when reading aloud, to differentiate questions, exclamations or dialogue (VCEALL373)
    1. recognising a question and adjusting intonation appropriately
    2. using appropriate pauses and emphasis when reading aloud direct speech or dialogue

Writing

Communication Elaborations
  1. Write simple personal texts (VCEALC374)
    1. following a template or model text and filling in details to write personal texts, such as letters of invitation, thanks to visitors, blogs or emails
    2. writing simple texts related to personal experiences or shared classroom activities
  2. Add visual information to written texts (VCEALC375)
    1. illustrating a narrative to reflect descriptions given in the written text
    2. adding a copied diagram to a digital information report, with features and key words that are used in the written text
  3. Write simple factual texts (VCEALC376)
    1. writing a small range of factual texts, such as reports, procedures, captions for images, explanations
    2. including some features of text types, such as introduction, list of requirements, steps beginning with a verb in a procedure
    3. handwriting texts or typing a caption for a digital image in a software application
  4. Write simple texts that present a point of view (VCEALC377)
    1. writing a statement of opinion with a simple structure, including the opinion and reasons
    2. writing to express likes and dislikes related to a class topic, or agreement and disagreement about an issue discussed in class
  5. Write creative texts based on models provided or studied in class (VCEALC378)
    1. using language features of model texts, such as the rhyme and metre of poems, to compose own creative texts
    2. following conventions of texts based on class models, such as character names and stage directions in a script
    3. incorporating personal experience, ideas adapted from other texts, or imaginative details into creative texts
Cultural and Plurilingual Awareness Elaborations
Cultural understandings
  1. Write using language that is beginning to reflect the features of written language more than the features of spoken language (VCEALA379)
    1. expanding vocabulary to incorporate more topic-specific words
    2. developing simple plans to support writing with some structure and complexity at the text, paragraph and sentence level
  2. Create a small range of texts based on modelling (VCEALA380)
    1. creating a small range of texts for different purposes, such as a report, narrative or simple argument
    2. transforming texts into new formats using a model text, for example rewriting an interview into a short report
    3. incorporating information and ideas from personal experience, classroom discussion and some familiar classroom texts
  3. Plan, with support, the format of a text according to its communicative purpose (VCEALA381)
    1. drawing on knowledge of text types to identify an appropriate text type to use, for example a recipe to describe how to cook
    2. drawing on previous learning, notes and templates to plan the structure of the text
    3. talking with teacher or peers to explain and justify the sequencing of ideas in writing
  4. Draft a piece of writing focusing on meaning, and revise after rereading or discussion (VCEALA382)
    1. drafting based on a plan showing text organisation and sequence of ideas
    2. reading aloud to self or partner to check meaning and comprehensibility
    3. adding or deleting ideas, and correcting simple errors in spelling and punctuation after rereading or discussion with peers or teacher
Plurilingual strategies
  1. Share ideas and feedback in home language (VCEALA383)
    1. formulating questions in home language or English to ask peers or teacher about the meaning of unfamiliar words
    2. planning a text collaboratively by discussing ideas, structure and language with same language peers before writing
    3. explaining feedback using home language in peer-editing activities
  2. Employ a range of strategies to understand and learn unknown words (VCEALA384)
    1. using a bilingual dictionary to find an English equivalent for a word known in home language, or vice versa
    2. checking meaning in both home language and English before using a word in speech or writing
    3. recording vocabulary in a personal list that includes details such as translation in English and home language, pronunciation and meaning
  3. Use knowledge of written or spoken home language texts to form new English texts (VCEALA385)
    1. applying characters, stereotypes, settings or events that are well known in home language stories to new stories written in English
    2. following text structures or patterns of expression from home language text types, such as an indirect argument style or deferral to expert authority
  4. Plan before writing (VCEALA386)
    1. recording notes or plans in home language and/or English, supported by a planning framework or mind map
    2. asking teacher or peers to give feedback on a plan before commencing writing
Linguistic Structures and Features Elaborations
Text structure and organisation
  1. Use heading and text formats appropriate to the task (VCEALL387)
    1. using headings to group information in a report, for example ‘Description’, ‘Habitat’, ‘Diet’ for a report on an animal
    2. creating a storyboard with images in sequence and text written underneath the relevant image
  2. Write simple paragraphs with a logical sequence of sentences (VCEALL388)
    1. grouping sentences about the same topic into a paragraph
    2. organising sentences using a simple sequence, for example chronological order of events or strong to weak arguments
    3. using key words to write a simple topic sentence that states the main idea of the paragraph
  3. Use simple time sequence markers and pronoun references to connect ideas in a text (VCEALL389)
    1. using simple time sequence markers, such as ‘first’, ‘next’, ‘at last’
    2. using a range of pronoun references to connect ideas in text, including ‘he’, ‘she’, ‘it’, ‘we’, ‘they’, ‘his’, ‘her’, ‘their’, but with some errors of agreement
Grammatical patterns
  1. Write sentences with some common errors (VCEALL390)
    1. writing with some errors such as omission of articles (‘I kicked ball’) and verb endings (‘I am good at defend the goal’), and varied tenses (‘We went to the park and play soccer’)
  2. Use a range of verb forms correctly (VCEALL391)
    1. maintaining consistency of verb tenses in a paragraph or short text, such as ‘–ing’ and ‘–ed’
    2. using ‘to be’ as an auxiliary verb in common phrases, for example in simple passive constructions (‘It was broken’) or continuous tenses (‘I am eating’)
    3. using ‘to have’ as an auxiliary verb in common phrases, for example ‘They have finished’
    4. expressing a small range of complex negatives with some accuracy, for example with appropriate subject–verb agreement (‘He doesn’t like’) or modality (‘She can’t come’)
  3. Use simple extended descriptive phrases (VCEALL392)
    1. constructing noun phrases, such as ‘big, black pet dog’, using a narrow range of vocabulary including concrete key nouns (‘dog’, ‘book’, ‘sister’), describers (‘big’, ‘black’, ‘old’) and classifiers (‘pet’, ‘wild’, ‘fiction’)
    2. using common or familiar comparative constructions, such as ‘the same as’, ‘bigger than’
  4. Use a number of common conjunctions to link ideas to create compound and complex sentences (VCEALL393)
    1. constructing compound sentences with an expanding range of coordinating conjunctions (such as ‘and’, ‘but’, ‘so’), for example ‘I caught the train and then walked to the beach but I didn’t go swimming’
    2. constructing complex sentences using some common subordinating conjunctions (such as ‘because’, ‘if’, ‘when’), for example ‘When Sam opened the door, her puppy ran to greet her’, ‘He can’t drink milk because he is allergic’
Word knowledge
  1. Use a varied and appropriate vocabulary (VCEALL394)
    1. choosing from a growing range of common topic vocabulary
    2. beginning to use a small range of synonyms to avoid repetition
  2. Use modelled vocabulary appropriately (VCEALL395)
    1. using modelled vocabulary accurately in sentences or short modelled texts
    2. selecting appropriate vocabulary from classroom charts, personal dictionary and class texts
  3. Select some descriptive vocabulary appropriate to context (VCEALL396)
    1. choosing synonyms for different contexts, such as ‘huge’ for ‘big’ or ‘entertaining’ for ‘fun’
    2. beginning to understand when to use subjective language (for example in personal texts) and objective language (for example in factual texts)
Grapho-phonics
  1. Use appropriate layouts to separate ideas and incorporate visual features in texts (VCEALL397)
    1. separating sections in texts by starting a new idea on a new line, or a new section on a new page
    2. locating diagrams or tables close to relevant information in print and digital texts
    3. using text layout tools in a software application when creating digital texts, for example to align or resize images
  2. Spell frequently used words with common patterns with increased accuracy (VCEALL398)
    1. spelling accurately high-frequency words and words from shared texts and classroom activities
    2. using knowledge of letter–sound relationships and common letter groups to attempt to spell new words, with varied accuracy, such as ‘lern’ for ‘learn’
  3. Experiment with complex punctuation (VCEALL399)
    1. using commas to separate items in a list or to indicate pauses in a sentence
    2. using question marks to indicate questions, with occasional inaccuracy, for example ‘She asked to borrow a pencil?’
    3. using exclamation marks to emphasise an idea
  4. Use a small range of software functions to create simple digital texts (VCEALL400)
    1. using a keyboard to type capital and lower-case letters, numbers, basic punctuation marks and symbols
    2. typing letters and words, copying from a print text or typing short original texts
    3. using a range of editing and formatting functions, such as inserting or deleting text, using font styles and alignment
    4. inserting images and tables

Level B2 Achievement Standard

Speaking and Listening

At Level B2 students communicate and learn English in predictable social and learning situations, understanding some de-contextualised English and expressing simple messages in basic English. They negotiate simple transactions and ask and answer basic questions on familiar topics, using familiar structures.

They identify and describe people, places and things using simple vocabulary. They describe a series of events or actions using some detail. They initiate and manage interactions appropriately in a range of familiar contexts. They understand instructions, recounts and explanations when supported by clear contexts. They use simplified English, with varying grammatical accuracy, combining known formulas, learnt grammatical features and new vocabulary to construct new utterances. They use basic time and sequence markers and simple negative forms. They use verb endings with some consistency. They use some of the terminology of new topics. They pronounce familiar words comprehensibly. They employ basic strategies to sustain and enhance communication in English.

Reading and Viewing

At Level B2 students read familiar and unfamiliar texts containing predictable...

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Level B3

Level B3 Description

The Level B3 curriculum provides opportunities to enhance students’ knowledge, understanding and skills in relation to their spoken English. Students learn to respond to and use English appropriately in a wide range of contexts. The curriculum focuses on pronunciation, stress and intonation in order to extend students’ oral skills. In addition, students learn about ways to self-correct and adapt...

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Level B3 Content Descriptions

Speaking and Listening

Communication Elaborations
  1. Contribute information, express ideas and give reasons for opinions in group tasks or classroom discussions (VCEALC401)
    1. contributing information that elaborates or clarifies the topic, or expressing ideas or opinions in response to other speakers
    2. using a range of topic vocabulary and sentence structures that connect ideas
  2. Participate in most social situations using English (VCEALC402)
    1. interacting with teacher in situations such as greeting, leave-taking, sharing a story or helping with a simple task
    2. participating in social situations with other students such as conversations about personal experience or games in the schoolyard contributing to interactions in the classroom, including class discussions, group activities and pair work
  3. Self-correct or reformulate language to convey meaning more clearly (VCEALC403)
    1. attending to the responses of listeners, such as body language, facial expressions or verbal feedback to judge whether clarification is needed
    2. clarifying meaning, for example ‘I mean …’
  4. Initiate and participate in casual exchanges and in learning contexts (VCEALC404)
    1. initiating exchanges in social and learning contexts, for example by asking a question or offering a suggestion
    2. listening to other speakers in order to respond to or build on their contributions with relevant ideas
  5. Understand increasingly de-contextualised and more complex spoken language (VCEALC405)
    1. understanding teacher questions on familiar topics or themes and responding appropriately
    2. comprehending most spoken information without support
    3. preparing and presenting a short talk to a group or the class
  6. Understand a new topic delivered with extensive contextual and teacher support (VCEALC406)
    1. making links between the spoken information, written text and visual support to understand connections between ideas in the topic
    2. paraphrasing or briefly explaining the topic, using key words and sequencing ideas to reflect the lesson
  7. Rehearse or role-play a spoken text, such as negotiating a problem or giving a short talk (VCEALC407)
    1. replicating features of the selected situation, for example interpersonal language in a negotiation or formal expression in a talk
    2. practising and improving pronunciation, phrasing, fluency, intonation, volume and pace when rehearsing
Cultural and Plurilingual Awareness Elaborations
Cultural understandings
  1. Respond appropriately during different classroom activities (VCEALA408)
    1. interacting appropriately for the situation, for example formulating a structured response in a class discussion or negotiating meaning in a small-group activity
    2. listening to other speakers and formulating relevant responses, using some topic vocabulary, for example when participating in brainstorming
  2. Initiate and manage interaction appropriately in social and learning situations (VCEALA409)
    1. initiating and managing interaction in a range of situations, such as social conversation, class discussions, small-group brainstorming or pair activities
    2. listening and responding to other speakers appropriately, such as by acknowledging, clarifying or building on what they say
  3. Identify and use features of formal and informal spoken texts (VCEALA410)
    1. understanding and following the structure of formal spoken texts, such as introducing, giving a message, concluding
    2. developing an appropriate style of speech for the purpose, whether to inform, persuade or entertain
Plurilingual strategies
  1. Make own translation of specific words and help other home language speakers to check context or match concepts (VCEALA411)
    1. inferring the meaning and translation of new words based on context and previous learning in home language
    2. assisting same language peers through English and shared languages by explaining words and concepts
  2. Use home language resources to develop English (VCEALA412)
    1. collaborating with home language peers to clarify new vocabulary and ideas, and formulate home language terms and definitions
    2. referring to home language or bilingual texts such as glossaries, dictionaries or online translation tools for explanation and clarification of new vocabulary and information
    3. recording words and information in personal dictionaries or notes, using a combination of English and home language to indicate meaning, pronunciation and usage
Linguistic Structures and Features Elaborations
Text structure and organisation
  1. Adapt speech to suit a variety of registers (VCEALL413)
    1. listening to and observing situations to understand the register and topic
    2. formulating appropriate ways of expressing a message to suit the situation, for example using formal or informal expression, technical or everyday vocabulary
  2. Use appropriate sequence markers (VCEALL414)
    1. understanding sequence markers in spoken texts and using these to order written text or pictures
    2. structuring own spoken texts, such as recounts, procedures or explanations, using a range of sequence markers, such as ‘first’, ‘finally’, ‘until’, ‘when’
Grammatical patterns
  1. Respond appropriately to structures through word order and vocabulary rather than through intonation (VCEALL415)
    1. understanding vocabulary and word order for structures, such as questions, statements and negation
    2. using question words rather than intonation to indicate a question; for example ‘Do you …?’, ‘What is …?’, ‘Can anybody …?’
  2. Use basic and some complex verb forms accurately (VCEALL416)
    1. applying verb tenses more consistently, for example using most common irregular past tenses, such as ‘came’, ‘gave’, ‘thought’, ‘said’
    2. using correct subject–verb agreement with simple and some complex tenses, such as ‘I go’, ‘She goes’, ‘My cousin has come to visit’
    3. forming multi-word negatives accurately, for example including auxiliary and modal verbs (‘He did not need to carry that’) or expressing more complex tense (‘She has not started yet’)
  3. Use longer descriptive phrases (VCEALL417)
    1. forming noun groups that incorporate a range of elements, such as ‘frightening old haunted house’, ‘very long, hot week’
    2. using qualifiers in comparisons, for example ‘She is a lot taller than her friend’, ‘It is not quite as hot as yesterday’
    3. forming negative comparisons accurately, for example ‘less healthy’, ‘not as expensive as’
    4. using a range of adverbial phrases to give detail about place (‘under a shady tree’), time (‘for a long time’), accompaniment (‘with her best friend’) and manner (‘in a graceful way’)
  4. Understand how modal verbs express probability and possibility (VCEALL418)
    1. recognising modal verbs that express probability and possibility, such as ‘may’, ‘will’, ‘could’, ‘must’
    2. understanding modality when listening to others and responding appropriately, for example ‘You may pack up, but you must stay inside’
    3. using modal verbs to express a point of view, for example ‘I will enjoy that’ and ‘It could fall over’
  5. Assess the grammatical correctness of own utterances and attempt some self-correction (VCEALL419)
    1. noticing errors with pronunciation, vocabulary choice or grammar, and attempting to correct these
    2. attending to the body language, facial expressions and speech of listeners to determine whether meaning has been understood
    3. seeking assistance or feedback from speech partners to formulate or confirm corrected expressions
Word knowledge
  1. Respond to a sequence of instructions (VCEALL420)
    1. identifying key words used in the instructions, for example names of classroom items, software functions or action verbs, such as ‘workbook’, ‘paste’, ‘rule’
    2. understanding a small number of instructions and following them in sequence, such as ‘Open your book to a new page. Rule up the page and write the date. Then copy the heading from the board’
    3. asking for clarification, for example ‘Do I rule it up like this?’
  2. Employ a range of vocabulary to convey shades of meaning (VCEALL421)
    1. using a range of vocabulary to convey shades of meaning in conversations or presentations, such as ‘good’, ‘fine’, ‘terrific’, ‘excellent’
    2. incorporating vocabulary learnt from classroom activities and texts
Phonology
  1. Use pronunciation and a range of non-verbal features to convey meaning and enhance communication (VCEALL422)
    1. modelling intonation, volume, stress and pacing on the speech of others such as the teacher, peers, performers or presenters
    2. adjusting features of speech to support and convey meaning, such as modifying mood in storytelling or giving emphasis when recounting news
    3. attending to clear enunciation, accurate pronunciation and appropriate stress and intonation when speaking in classroom situations
  2. Self-correct and improve aspects of pronunciation that impede communication, and focus on correction (VCEALL423)
    1. identifying patterns of pronunciation that pose difficulty in own speech, such as the articulation of final consonants or a specific vowel sound, or inappropriate word stress
    2. rehearsing pronunciation with a partner or recording pronunciation using a digital device to self-assess, in order to make improvements

Reading and Viewing

Communication Elaborations
  1. Access, interpret and evaluate information from a range of print and digital texts, including visual, multimodal and interactive (VCEALC424)
    1. following instructions to find the appropriate page in a book and identifying the topic and main ideas
    2. comparing two simple websites on the same topic to choose the more useful one
  2. Understand main ideas in a text and extract specific details (VCEALC425)
    1. skimming and scanning a text to identify the topic and extract specific details
    2. finding answers to simple questions, such as ‘Where did …?’, ‘Who was the …?’
    3. retelling a story through speech or writing, including giving characters and settings, and key events in the correct sequence
  3. Interpret and explain information from a range of images in text (VCEALC426)
    1. interpreting a bar graph to identify the highest and lowest results
    2. answering questions about a labelled diagram
  4. Follow a series of task instructions with some detail in print or digital texts (VCEALC427)
    1. following the ingredients section in a simple recipe to retrieve the correct amount of each ingredient
    2. assembling familiar equipment in the correct arrangement to conduct a simple science experiment
  5. Express a personal response to a small range of imaginative texts (VCEALC428)
    1. responding to a small range of creative texts, such as poems, short stories, films or songs
    2. making a connection between the text and personal experience
  6. Discuss texts with some understanding of meaning beyond the literal level, moving towards the inferential level (VCEALC429)
    1. making connections between the text and own experience or other texts
    2. suggesting the opinion of the author based on the ideas in the text
    3. drawing a simple conclusion based on a factual text
  7. Contribute actively to group activities on shared texts (VCEALC430)
    1. listening to group discussion, contributing appropriate ideas and encouraging the responses of others
    2. negotiating the content and form of group responses to the text
    3. creating shared responses to the text, for example joint writing or group role-plays
Cultural and Plurilingual Awareness Elaborations
Cultural understandings
  1. Understand the connection between text purpose and structure (VCEALA431)
    1. sorting and sequencing labels for the stages of different learnt texts, such as procedures and explanations
    2. completing a table or Venn diagram to compare the features of two text types, for example a narrative and a blog
  2. Identify a range of text types (VCEALA432)
    1. differentiating fiction and non-fiction books based on visual and structural elements of the text, for example title, images, headings
    2. identifying text types learnt in class, for example fairytale, horror story, news report, information report
  3. Identify unfamiliar cultural references (VCEALA433)
    1. comparing to previous experience or learning, for example ‘It’s different to my culture’ or ‘This is only in Australia’
    2. asking questions about unfamiliar word and ideas, for example ‘What’s a bunyip?
  4. Read for information or recreation in or out of the classroom (VCEALA434)
    1. selecting and borrowing library books of personal interest
    2. accessing books or other texts in home language on class topics
    3. engaging with a diverse range of texts and identifying social, cultural and literary references, for example identifying how people in a news story are portrayed as victim, perpetrator or hero
Plurilingual strategies
  1. Compare and contrast aspects of a text in English with a comparable home language text (VCEALA435)
    1. completing a Venn diagram or table with features of an English text and a home language text
    2. identifying parts of an English text and a home language text that help achieve a purpose, for example by answering ‘Which parts of each text tell you when the events happened?’
  2. Use an accessible English dictionary to check the meaning of new words, and/or check meanings in a home language–English bilingual dictionary (VCEALA436)
    1. crosschecking meaning in English and home language to confirm accurate choice of vocabulary
    2. contributing to class word lists with vocabulary found by using dictionaries
  3. Engage with a diverse range of texts reflecting a variety of cultures and perspectives (VCEALA437)
    1. selecting texts from a range of genres, with diverse characters, settings and themes, including both familiar and unfamiliar elements
    2. discussing new perspectives gained from reading, for example ‘I hadn’t thought about …’, ‘I didn’t know that …’
  4. Discuss a text by relating ideas in the text to personal experiences or previous learning (VCEALA438)
    1. explaining how understanding of ideas in a text is supported by personal experience or previous learning
Linguistic Structures and Features Elaborations
Text structure and organisation
  1. Identify and compare a range of different text types (VCEALL439)
    1. discussing the different audiences and purposes associated with text types
    2. comparing and contrasting features of texts, including texts in other known languages, for example text structure, use of evidence, levels of formality, vocabulary choices
  2. Interpret the purpose and organisational features of different text types (VCEALL440)
    1. identifying the text type and purpose of a text, based on organisational features such as sequence of ideas, headings, illustration and layout
    2. comparing and contrasting the purpose and structure of texts from different curriculum areas, such as comparing reports from Science and History, or essays from English and Art
  3. Understand the cohesion of ideas between and within paragraphs (VCEALL441)
    1. locating the topic sentence at the beginning of each paragraph, and finding the key words to identify the main idea
    2. reordering sentences in a paragraph to follow a logical order of ideas and language
    3. sequencing sentences using conjunctions of time (for example ‘then’, ‘next’, ‘first’, ‘after’) to make a cohesive paragraph
    4. understanding items referred to by pronouns, and tracing these references through a text
  4. Understand and use the appropriate metalanguage to talk about the structures and features of a text (VCEALL442)
    1. labelling parts of a text, such as ‘chapter’, ‘index’, ‘orientation’
    2. locating features that help to structure a text, for example highlighting and labelling pronouns or conjunctions
Grammatical patterns
  1. Follow the meaning of complex sentence patterns (VCEALL443)
    1. reordering a jumbled sentence so that it makes sense
    2. explaining the meaning of a complex sentence, for example the sentence ‘He heard the explosion that wrecked the car’ might be explained as ‘The car exploded, and the man heard it happen’
  2. Interpret the meaning of written text that uses a range of tenses and negation (VCEALL444)
    1. identifying the base word and understanding the effect of more complex tense and negation, for example in ‘had not arrived yet’
    2. identifying simple passive constructions and comparing them to active constructions, such as ‘We read the book’ and ‘The book was read by our class’
    3. transforming sentences from a text into negatives or different tenses
  3. Use knowledge of sentence structure to predict words and self-correct (VCEALL445)
    1. predicting meaning of new words based on knowledge of the base word, such as ‘know’, ‘unknown’, ‘knowledge’
    2. inferring the meaning of an unfamiliar word by using known contextual information or ideas in the sentence or paragraph
Word knowledge
  1. Use knowledge of sentence structure and content to deduce the meaning of unfamiliar words (VCEALL446)
    1. using knowledge of sentence structure to deduce the part of speech or function of an unfamiliar word
    2. deducing the meaning of unfamiliar words based on known ideas in the sentence or paragraph
Grapho-phonics
  1. Apply knowledge of letter–sound relationships to deduce the pronunciation of new words (VCEALL447)
    1. sounding out new words using letter–sound patterns and individual letters
    2. breaking words into syllables and phonemes to identify familiar letter patterns and read new words
  2. Follow direct and indirect speech (VCEALL448)
    1. understanding the punctuation used to indicate direct speech
    2. creating a comic strip or storyboard with speech bubbles based on a passage containing direct or indirect speech
  3. Read on when encountering unfamiliar words (VCEALL449)
    1. reading on to support fluency and to help deduce the meaning of unfamiliar words
    2. returning to unfamiliar words later to check meaning and pronunciation
  4. Self-correct a range of aspects of speech (VCEALL450)
    1. noticing errors with pronunciation, intonation and emphasis and attempting to correct these
    2. seeking assistance or feedback from speech partners to formulate or confirm pronunciation
  5. Create, edit and navigate a simple digital text, including visual, multimodal and interactive texts (VCEALL451)
    1. editing texts in simple ways, including deleting or inserting letters, words, punctuation and symbols
    2. recognising icons used for common functions, such as search, download or print
    3. reading menus or links in order to navigate a website
  6. Vary speech to add meaning to texts when reading aloud (VCEALL452)
    1. using intonation and emphasis to highlight different features of text, for example questions, opinion or dialogue
    2. rereading sections of text and rehearsing reading aloud to improve fluency and understanding

Writing

Communication Elaborations
  1. Write narrative texts that maintain a cohesive storyline and characterisation (VCEALC453)
    1. using a template or model text to write a text that follows a narrative structure
    2. constructing a cohesive storyline through the development of a sequence of events and characters
    3. creating or adapting a narrative in print or digital form, including visual or multimodal forms
  2. Use a range of visual material or other cues to support factual texts (VCEALC454)
    1. adding labelled diagrams or illustrations to an information report or report on a science experiment
    2. creating a mind map to summarise the facts in a text, in the introduction or conclusion section
    3. writing a dot-point list to outline key ideas in a report, using a simple introductory sentence stem, for example ‘The main effects of air pollution are: …’
  3. Write a range of texts covering topics across the curriculum areas, incorporating information from different sources (VCEALC455)
    1. 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
    2. incorporating information from personal experience, classroom activities and shared texts
    3. contributing to shared writing of a recount or report on an online platform, giving reasons for placing events in a particular sequence
  4. Write texts that present a point of view on topics discussed in class (VCEALC456)
    1. writing a structured statement of opinion, giving context, opinion and justification
    2. expressing and justifying a point of view about an issue in a classroom or media text
  5. Write creative texts incorporating personal experiences and ideas from other texts (VCEALC457)
    1. following key elements of model texts in the structure and language used, and experimenting with new forms in some places
    2. combining personal experience, ideas from other texts, and imaginative detail into creative texts
Cultural and Plurilingual Awareness Elaborations
Cultural understandings
  1. Present work appropriately for purpose and audience (VCEALA458)
    1. selecting, with guidance, an appropriate text type for the purpose and audience
    2. following a clear organisational structure for the text, with ideas communicated and connected in a logical sequence
    3. using appropriate vocabulary and expression to communicate the topic to the intended audience
  2. Use own experience and perspectives to elaborate and support a viewpoint (VCEALA459)
    1. structuring a text simply, for example using an explanation of the issue, statement of opinion and reasons for the viewpoint
    2. using subjective phrases to signal opinion, such as ‘I believe’ or ‘I think’
    3. giving reasons and elaborations from personal experience and previous learning
  3. Plan individually and review own writing (VCEALA460)
    1. using templates and checklists to support independent reviewing of own writing
    2. using a function such as a spellchecker in a software application to edit for accuracy, and a synonyms list to consider alternative words for effect
    3. referring back to feedback on previous writing in order to attend to similar issues
  4. Follow a simple planning, drafting and revision process when writing (VCEALA461)
    1. planning the content and structure of a text based on model texts or templates
    2. drafting writing based on a plan, with reference to learnt text structures, grammar and vocabulary
    3. revising to improve sequence of ideas, sophistication and accuracy of grammar and vocabulary, based on teacher and peer feedback
Plurilingual strategies
  1. Confer and cooperate in groups or pairs when planning, writing or reviewing (VCEALA462)
    1. adding to information contained in the text after a discussion in home language and English
    2. seeking and giving feedback with peers on draft texts using home language and English
  2. Employ a range of strategies to expand vocabulary (VCEALA463)
    1. using a bilingual dictionary, thesaurus or online tool to search for a variety of vocabulary
    2. crosschecking meaning in home language and English to confirm accurate choice of vocabulary
    3. recording vocabulary in a personal list including details such as translation in English and home language, pronunciation, meaning, usage and related words
  3. Draw on home language resources to communicate more complex ideas (VCEALA464)
    1. using quotations or specific vocabulary translated from home language to emphasise a point
    2. translating and explaining cultural ideas from home language into English
    3. asking for assistance from language peers to contribute translations and related ideas for a home language term or expression
  4. Follow a simple writing process, including planning, drafting and revision (VCEALA465)
    1. talking to language peers in home language or English to generate and refine ideas before writing
    2. recording structured notes or a plan in home language and/or English before writing, for example writing dot points under headings or filling in a planning template
    3. revising writing using a range of resources, such as feedback from peers and teacher, model texts and checklists
Linguistic Structures and Features Elaborations
Text structure and organisation
  1. Use the text type appropriate to the task (VCEALL466)
    1. selecting an appropriate text type for the purpose and audience, from a small range of learnt text types
    2. including appropriate features for the text type, such as headings, tables, images
  2. Organise texts in simple, logically ordered paragraphs with topic sentences (VCEALL467)
    1. grouping sentences on the same topic into paragraphs
    2. sequencing sentences logically within the paragraph to develop a simple elaboration or argument
    3. writing topic sentences that indicate the topic using key words
  3. Use a range of devices to maintain cohesion (VCEALL468)
    1. using conjunctions to show adding, cause, contrast or time, such as ‘When we went to the zoo the lions were sleeping. After lunch they woke up and then they roared’
    2. using reference items to maintain cohesion, including pronouns (‘she’, ‘him’, ‘it’, ‘their’)
    3. connecting ideas using a small range of conjunctions (‘so’, ‘and then’) and connectives (‘Therefore’, ‘In addition’)
Grammatical patterns
  1. Use a range of sentence structures appropriate to the text, with some errors (VCEALL469)
    1. writing with some errors such as complex tenses and agreement
  2. Maintain appropriate tense throughout a text (VCEALL470)
    1. maintaining reasonable consistency of present and past tenses across multiple paragraphs
    2. expressing a range of negatives accurately, such as ‘I have never eaten …’, ‘He does not like to …’
  3. Write using extended descriptive phrases (VCEALL471)
    1. writing extended noun phrases, such as ‘a large shark with sharp teeth’, using an expanding range of elements including pointers (‘a’, ‘the’, ‘my’), concrete and abstract key nouns (‘shark’, ‘packet’, ‘idea’), describers (‘large’, ‘empty’, ‘excellent’), classifiers (‘endangered’, ‘recyclable’, ‘financial’) and simple qualifiers (‘with sharp teeth’, ‘in my bag’)
    2. applying rules for expressing comparisons, such as ‘as … as’, ‘more … than’, ‘–er than’
    3. using short relative clauses to expand descriptions, for example ‘The girl who was late had to go to the office’
  4. Combine simple sentences using common conjunctions (VCEALL472)
    1. combining simple sentences using a range of coordinating and subordinating conjunctions, for example ‘We need trees so we should not cut them all down’, ‘Riding motorbikes can be dangerous, but people still like to do it because it is exciting’
Word knowledge
  1. Use some antonyms and synonyms (VCEALL473)
    1. using a range of synonyms to avoid repetition
    2. accessing resources such as word lists or a print or online thesaurus to help identify antonyms and synonyms
  2. Use a range of key vocabulary appropriately (VCEALL474)
    1. using varied vocabulary accurately in texts such as explanations, information reports or descriptions
    2. labelling detailed diagrams or filling in tables using key vocabulary
    3. recording key vocabulary systematically, for example using a word map or labelled diagram
  3. Create mood and feeling through the selection of appropriate vocabulary and idiom (VCEALL475)
    1. choosing vocabulary to express shades of meaning, for example choosing for effect ‘cloudy’, ‘gloomy’ or ‘bleak’
    2. understanding differences between specialised and colloquial language, for example ‘feline’, ‘cat’ and ‘moggy’
    3. using some idioms learnt from reading and viewing, in creative or personal writing
Grapho-phonics
  1. Format texts appropriately for the purpose (VCEALL476)
    1. following a logical or conventional text structure, for example including a headline, byline, photograph and caption in a news story
    2. adapting the basic structure of a text type to a range of media, for example formatting an information report as a document, poster or simple website
    3. using a range of tools in a software application to format and lay out a digital text, for example using text boxes, font styles and image formatting
  2. Spell most words accurately, drawing on a range of strategies but with some invented spelling still evident (VCEALL477)
    1. learning an expanding repertoire of sight words from shared texts and classroom activities
    2. drawing on knowledge of letter–sound relationships and common spelling patterns to spell new words
  3. Use a range of punctuation marks consistently and correctly (VCEALL478)
    1. using a range of punctuation, such as full stops, question marks, exclamation marks, commas and apostrophes, consistently and correctly
    2. using commas consistently to separate items in a list, and sometimes to separate clauses or indicate pauses
  4. Gather and present information both in text and visually using an appropriate software application (VCEALL479)
    1. typing original or copied texts accurately, including a range of punctuation and symbols
    2. using more advanced writing and formatting functions in software applications, such as spellchecker, font styles and paragraph formatting
    3. using functions to format and edit images and tables, with guidance

Level B3 Achievement Standard

Speaking and Listening

At Level B3 students generally respond to and use the structures and features of English appropriately in an increasing variety of familiar formal and informal contexts. They demonstrate awareness of the register requirements of spoken English necessary for a variety of purposes. They understand the essential meaning of unfamiliar topics expressed in familiar spoken English, and extract specific information. They use appropriate sequence markers and consistently use most common irregular past tenses. They provide greater detail through the use of longer noun groups and adverbial phrases. They use comprehensible pronunciation, stress and intonation. They access English from a range of oral and written sources, and extend their oral skills by incorporating new vocabulary from these sources into their own repertoire. They are able to self-correct some errors, reformulate language to convey meaning more clearly, and add essential details.

Reading and Viewing

At Level B3 students read for a range of purposes and identify main ideas and specific information in classroom texts. These texts may be print or digital, including visual, multimodal and interactive.

Stud...

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