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• VCARU114

  Recognise the letters and sounds of the Arabic alphabet and identify how letters are modified so they can be joined to form words

  Elaborations

  • recognising and reproducing the 28 letters of the alphabet and the three short and long vowels
  • recognising that Arabic words are written from right to left, numbers from left to right
  • recognising and producing distinctive Arabic sounds such as guttural sounds ع؛غ؛ق and other sounds such as

    ص؛ ض؛ ط؛ ظ؛ ح؛ خ

  • recognising that making Arabic words requires most letters to be joined, for example

    طار؛ طير؛ ذهب؛ أكل؛ شرب؛ ولد؛ أب؛ ام

  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating frequently used words and phrases, noticing that statements and questions have different intonation, for example,

    أكلت الطعام كله؟

  VCARU114 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCELA263

  Understand how to use letter–sound relationships and less common letter combinations to spell words

  Elaborations

  • using spelling strategies such as: phonological knowledge (for example diphthongs and other ambiguous vowel sounds in more complex words); three-letter clusters (for example 'thr', 'shr', 'squ'); visual knowledge (for example more complex single-syllable homophones such as 'break/brake', 'ate/eight'); morphemic knowledge (for example inflectional endings in single-syllable words, plural and past tense); generalisations (for example to make a word plural when it ends in 's', 'sh', 'ch', or 'z' add 'es'); and using knowledge of how different letters and combinations of letters represent different sounds, including less common combinations, for example, 'dge' after a short vowel as in 'badge', to write words in independent writing

  VCELA263 | Curriculum content | English | Level 3 | Writing | Language

• VCEALL051

  Recognise some common letters and letter patterns in words

  Elaborations

  • identifying common letters or letter patterns in words in letter charts, familiar books or other texts
  • locating particular letters, both lower-case and capital, in a short text when prompted
  • locating words containing the same letter patterns in a short text, for example words containing ‘ch’ or all the words with double letters

  VCEALL051 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL077

  Write new words with an initial letter or several letters

  Elaborations

  • representing words by their initial letter (such as ‘b’ for ‘book’) or by their beginning and ending sounds (such as ‘bk’ for ‘book’)
  • writing strings of letters that approximate the pronunciation of words, such as ‘scol’ for ‘school’, ‘fes’ for ‘face’

  VCEALL077 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALA060

  Recognise the importance of accurate reproduction of letters and words

  Elaborations

  • forming both capital and lower-case letters consistently and legibly
  • showing awareness that spelling is consistent, for example copying words carefully, asking how to spell a word, asking for a word to be written so it can be copied

  VCEALA060 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALL078

  Use appropriate letter size, spacing and letter formation

  Elaborations

  • producing capital letters, lower-case letters and numbers consistently and legibly
  • writing repeated letters and numbers the same way, for example producing recognisable letters with some consistency when copying
  • writing from left to right and leaving spaces between groups of letters or between words

  VCEALL078 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL173

  Construct two- or three-word utterances, with the support of actions, gestures or visuals

  Elaborations

  • using common vocabulary and short formulaic expressions to communicate intention, such as ‘Shut door’
  • pointing, miming or gesturing to supplement speech

  VCEALL173 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL212

  Locate letters on a keyboard

  Elaborations

  • reading letters from a word or short text and locating them on a keyboard

  VCEALL212 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL049

  Recognise some letters of the alphabet

  Elaborations

  • recognising and naming some letters of the alphabet
  • identifying common letters in different words consistently, for example pointing to all the ‘t’s in a sentence
  • reading aloud the spelling of a word by naming the letters

  VCEALL049 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL130

  Recognise all letters of the alphabet

  Elaborations

  • recognising all letters of the alphabet in both capitals and lower-case
  • naming letters when spelling out new words

  VCEALL130 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL208

  Recognise the letters of the alphabet

  Elaborations

  • locating particular letters, both lower-case and capital, in a short text when prompted
  • reading aloud the spelling of a word by naming the letters
  • 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?’

  VCEALL208 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL159

  Spell with accuracy familiar words and words with common letter patterns

  Elaborations

  • spelling high-frequency words correctly, including words with regular and irregular spelling components
  • spelling one- and two-syllable words with common letter patterns
  • using sound or visual features of words to attempt own spelling, such as ‘vae’ for ‘very’, ‘ar’ for ‘are’, ‘perpl’ for ‘purple’

  VCEALL159 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL132

  Use knowledge of letters and sounds to read a new word or locate key words

  Elaborations

  • matching a range of familiar spoken words with print words
  • recognising some common syllables and patterns within words, such as ‘in’, ‘on’, ‘–ing’
  • using initial letters and common letter patterns to decode new words, for example identifying rhyming words
  • identifying familiar patterns within new words to support pronunciation
  • suggesting, when asked, other words that might look or sound similar

  VCEALL132 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCMNA036

  Know and match number name, numerals and quantities to three

  Elaborations

  • developing one-to-one matching of number word or its representation through sign or alternative and augmentative communication (AAC) to objects initially up to three
  • recognising that numerals look different from non-numeral shapes
  • using structured situations to count and match groups of objects to a numeral, initially up to 3

  VCMNA036 | Mathematics | Level C | Number and Algebra | Number and place value

• VCEALL131

  Relate most letters of the alphabet to sounds

  Elaborations

  • using the common sound of each letter when reading a new word
  • understanding that a letter can represent more than one sound
  • pronouncing the sound of each letter when sounding out new words
  • recognising beginning, middle or final sounds in words

  VCEALL131 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALC214

  Use drawings, symbols, strings of letters and some words in own written work

  Elaborations

  • writing familiar words and strings of letters that approximate the pronunciation of words
  • using drawings as a basis for oral explanations or captioning using simple writing

  VCEALC214 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Communication

• VCEALL447

  Apply knowledge of letter–sound relationships to deduce the pronunciation of new words

  Elaborations

  • sounding out new words using letter–sound patterns and individual letters
  • breaking words into syllables and phonemes to identify familiar letter patterns and read new words

  VCEALL447 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL585

  Pronounce a range of words comprehensibly based on knowledge of vocabulary and letter–sound relationships

  Elaborations

  • pronouncing accurately and reading fluently basic vocabulary or phrases
  • sounding out letters and letter combinations when reading unfamiliar words

  VCEALL585 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL368

  Apply knowledge of letter–sound relationships to read new words with some support

  Elaborations

  • using knowledge of letter–sound relationships and familiar phonemes to make predictions about new words
  • breaking words into syllables and phonemes to read new words

  VCEALL368 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL541

  Spell familiar, simple words correctly, using knowledge of letter–sound relationships

  Elaborations

  • spelling some high-frequency words accurately from memory, including own name and short words used regularly, such as ‘it’, ‘my’, ‘we’
  • representing new and unfamiliar words by their initial letters
  • referring to classroom charts and personal vocabulary list to check and confirm spelling

  VCEALL541 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features