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• English: Level 2 description

  In Level 2, students communicate with peers, teachers, students from other classes, and community members.

  Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as...

  Level description | English

• English: Level A achievement standards - Speaking and Listening

  Students listen to and react to some familiar objects, people, words and sounds within the environment by turning head, looking, reaching out and/or vocalising. They respond to their name and to familiar items when named. Students show an interest in others and an awareness of everyday social...

  Level description | English | Level A | Speaking and Listening

• English: Level C description

  In Level C, students communicate with known adults, teachers and peers. Students learn about social rules of communication and experience different ways to convey information to others. Students are provided with experiences that engage, support and extend their learning, including the use of...

  Level description | English

• VCEALA300

  Create short, simple texts for particular purposes, with some support and modelling

  Elaborations

  • using learnt text structures or model texts to begin writing independently
  • creating simple responses to texts, for example replying to a letter or stating a personal opinion about an issue in a video clip
  • building on feedback from previous writing tasks to improve accuracy and extend sophistication in writing

  VCEALA300 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALA573

  Identify the basic purposes and audiences of different print and digital news media texts

  Elaborations

  • categorising texts as fiction and non-fiction
  • suggesting the purpose and audience of a range of common news media texts, such as websites, news reports, opinion columns, persuasive letters
  • recognising the function of features of an instructional text, such as a title, illustrations, imperative verbs

  VCEALA573 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC297

  Write ‘real world’ texts

  Elaborations

  • making a list of items to take on excursion, using the names of familiar objects
  • writing a letter introducing themselves, using some formulaic expressions such as ‘Dear …’, ‘I live in …’
  • writing a simple story to share with the class, based on listening to a story told at home

  VCEALC297 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Communication

• VCELA181

  Recognise short vowels, common long vowels and consonant digraphs, and consonant blends

  Elaborations

  • saying words with the same onset as a given word (for example words that begin like 'd/og', 'bl/ue')
  • saying words with the same rime as a given word (for example words that end like 'c/at', 'pl/ay')

  VCELA181 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCEALL202

  Use basic terminology of reading

  Elaborations

  • understanding terminology such as ‘book’, ‘author’, ‘picture’, ‘word’

  VCEALL202 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL316

  Use repetition for effect

  Elaborations

  • repeating words for emphasis or impact, such as ‘many, many people’

  VCEALL316 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCELA310

  Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation

  Elaborations

  • mapping topic words related to sub-headings

  VCELA310 | Curriculum content | English | Level 5 | Reading and Viewing | Language

• VCELY444

  Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension

  Elaborations

  • predicting meanings of unfamiliar words by using morphographic patterns

  VCELY444 | Curriculum content | English | Level 9 | Reading and Viewing | Literacy

• VCEALA302

  Rewrite after correction, discussion or prompting

  Elaborations

  • following feedback to delete or add words to clarify
  • correcting spelling with reference to word lists or dictionaries

  VCEALA302 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALL134

  Sub-vocalise when reading silently

  Elaborations

  • rehearsing the sounds of familiar words, and breaking new words into phonemes, while reading silently

  VCEALL134 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL370

  Adapt speed when reading an unfamiliar text

  Elaborations

  • reading word-by-word and clarifying, if the meaning breaks down, by pausing, rereading and/or reading on

  VCEALL370 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCELA064

  Copy a sound

  Elaborations

  • playing with words attempting to reproduce the sounds within a word
  • copying the face and mouth formations required to produce sounds

  VCELA064 | Curriculum content | English | Level B | Speaking and Listening | Language

• VCELY378

  Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources

  Elaborations

  • identifying words that refer to a character or person in a text and explaining how these words contribute to a particular representation of the character or person

  VCELY378 | Curriculum content | English | Level 7 | Reading and Viewing | Literacy

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 achievement standards - Reading and Viewing

  At Level A2 students read and respond to a wide range of familiar texts. These texts may be print or digital texts, including visual, multimodal or interactive texts.

  Students predict, ask questions, retell and talk about texts read and viewed in class. With support, they read a range of...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A2 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 achievement standards - Speaking and Listening

  At Level A2 students communicate in an expanding range of predictable social and learning situations. They express ideas and identify key points of information in classroom discussions about familiar topics, and in new topics when they are well supported by visual material, an appropriate pace...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A2 | Speaking and Listening

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B3 achievement standards - 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.

  Students demonstrate understanding of the main storyline and most key information when...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B3 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C3 achievement standards - Reading and Viewing

  At Level C3 students demonstrate a basic understanding of the main ideas, issues or plot developments in a range of accessible texts from across the curriculum. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students demonstrate...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C3 | Reading and Viewing