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• VCELY196

  Understand how to use learned formation patterns to represent sounds and write words using combinations of unjoined upper- and lower-case letters

  Elaborations

  • using correct posture and pencil grip
  • learning how each letter is constructed including where to start and the direction to follow
  • writing words legibly using unjoined print script of consistent size

  VCELY196 | Curriculum content | English | Level 1 | Writing | Literacy

• VCELY286

  Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts

  Elaborations

  • viewing documentaries and news footage from different periods, comparing the style of presentation, including costumes and iconography with contemporary texts on similar topics and tracking changing views on issues, for example war, race, gender

  VCELY286 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCELY411

  Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts

  Elaborations

  • identifying the meaning of a wide range of words, including technical and literary language in various contexts
  • using print and digital/online thesauruses and dictionaries of synonyms, antonyms and homonyms and subject-specific dictionaries

  VCELY411 | Curriculum content | English | Level 8 | Reading and Viewing | Literacy

• VCELY319

  Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources

  Elaborations

  • using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources and summarising information from several sources

  VCELY319 | Curriculum content | English | Level 5 | Reading and Viewing | Literacy

• VCELY092

  Trace patterns and letters

  Elaborations

  • attempting to convey a message through marks on paper, including some linear letter-like marks, moving from left to right across the page
  • holding and manipulating objects using their fingers
  • using objects and materials in purposeful ways

  VCELY092 | Curriculum content | English | Level C | Writing | Literacy

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 description

  The Level A2 curriculum supports students to expand their repertoire of spoken and written English. Students explore communication in predictable social situations. Students learn to identify key points in familiar topics and to develop their capacity to use images as cues to decode meaning.

  St...

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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Writing

  At Level B2 students write for a range of purposes on familiar topics. They write simple, organised texts demonstrating a developing use of specific vocabulary and simple sentence structures. Their writing demonstrates an understanding of the purposes of common text types, and their structures...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Writing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C2 achievement standards - Reading and Viewing

  At Level C2 students read and comprehend a range of short, familiar fictional and factual texts and, when well supported, some unfamiliar texts. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students show some comprehension beyond...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C2 | Reading and Viewing

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

  At Level C1 students read and comprehend a range of short, simple, familiar factual or fictional texts developed by the teacher. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students understand a range of basic print instructions...

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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level CL achievement standards - Reading and Viewing

  At Level CL students read and complete simple, structured activities around a wide range of familiar, short, simple texts that use repetitive structures and features and are strongly supported by illustrations. These texts may be print or digital texts, including handwritten, visual, multimodal...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level CL | Reading and Viewing

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: 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...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: 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...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C1 description

  The curriculum for Level C1 supports students to develop their communication skills both verbally and non-verbally. It provides a range of opportunities for students to interact with their peers. Through active participation in conversations, students learn about the ways to apply formulaic language...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• English | English as an Additional Language (EAL): Resources

  A range of resources to assist with implementing the F–10 English as an Additional Language (EAL) curriculum are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F–10 EAL resources (VCAA)

  The VCAA website...

  Overview material | English as an Additional Language (EAL)

• English | English: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | English

• VCEALL690

  Use basic and some complex verb forms accurately

  Elaborations

  • consistently using simple past and present tense verbs accurately, including common irregular verbs
  • beginning to use a range of more complex verb forms accurately, including auxiliary verbs and negatives, for example ‘We are going on excursion’, ‘She does not want to miss out’
  • using passive voice based on modelled examples, such as in procedural recounts, for example ‘The equipment was collected’

  VCEALL690 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCELA164

  Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community

  Elaborations

  • learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language
  • recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages

  VCELA164 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELY245

  Rehearse and deliver short presentations on familiar and new topics, speaking clearly and varying tone, volume and pace appropriately, and using supportive props

  Elaborations

  • adjusting presentation for different audiences
  • preparing and giving oral presentations, including reports of group discussions, using more formal speech and specific vocabulary about content area topics
  • listening and responding to presentations, including those using multimedia, on familiar and learned topics, recording key information, and connecting new and existing knowledge about a topic

  VCELY245 | Curriculum content | English | Level 2 | Speaking and Listening | Literacy

• VCELY329

  Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

  Elaborations

  • using research from print and digital resources to gather and organise information for writing
  • selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement
  • using vocabulary, including technical vocabulary, appropriate to purpose and context
  • using paragraphs to present and sequence a text
  • using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun reference, adverb and noun groups/phrases for effective descriptions

  VCELY329 | Curriculum content | English | Level 5 | Writing | Literacy

• VCELA351

  Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases

  Elaborations

  • knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example 'She ate her lunch' compared to 'She gobbled up her lunch')
  • knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, ‘At nine o'clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat family’)
  • knowing the difference between the simple present tense (for example 'Pandas eat bamboo.') and the simple past tense (for example 'She replied.')
  • knowing that the simple present tense is typically used to talk about either present states (for example, ‘He lives in Darwin’) or actions that happen regularly in the present (for example, ‘He watches television every night’) or that represent ‘timeless’ happenings, as in information reports (for example, ‘Bears hibernate in winter’)
  • knowing that there are various ways in English to refer to future time (for example 'She will call you tomorrow'; 'I am going to the movies tomorrow'; 'Tomorrow I leave for Hobart')

  VCELA351 | Curriculum content | English | Level 6 | Writing | Language