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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

• VCELY232

  Write words and sentences legibly using upper- and lower-case letters that are applied with growing fluency using an appropriate pen/pencil grip and body position

  Elaborations

  • using correct pencil grip and posture
  • writing sentences legibly and fluently using unjoined print script of consistent size

  VCELY232 | Curriculum content | English | Level 2 | Writing | Literacy

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A1 achievement standards - Reading and Viewing

  At Level A1 students read and engage with a wide range of short, simple, repetitive texts, including shared recounts and fictional and everyday texts. These texts may be in print or visual form.

  Students read in context some familiar words, phrases, numbers and signs. They complete simple...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A1 | Reading and Viewing

• English: Level 1 achievement standards - Writing

  When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell words with regular spelling patterns and use their knowledge of blending and segmenting, and many simple and high-frequency words to write predictable words....

  Level description | English | Level 1 | Writing

• English: Level 2 achievement standards - Writing

  Students create texts that show how images support the meaning of the text. They accurately spell words with regular spelling patterns and can write words with less common long vowels, trigraphs and silent letters. They use some punctuation accurately, and can write words and sentences legibly...

  Level description | English | Level 2 | Writing

• English: Level 3 achievement standards - Writing

  Students' texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge letter...

  Level description | English | Level 3 | Writing

• VCELA157

  Understand that spoken sounds and words can be written and know how to write some high-frequency words and other familiar words including their name

  Elaborations

  • recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds
  • writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words
  • knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

  VCELA157 | Curriculum content | English | Foundation Level | Writing | Language

• VCEALL288

  Identify common syllables and patterns within words

  Elaborations

  • naming letters and giving their sounds when spelling or sounding out new words
  • reading aloud words that are familiar or contain familiar letter patterns with some accuracy and confidence

  VCEALL288 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCELA053

  Recognise different sounds and words and their connection to objects and people

  Elaborations

  • connecting everyday objects to their name or image
  • experimenting with sounds, for example copying the teacher and repeating the letter sound for some letters of the alphabet
  • making sounds and combining them to make words or label objects

  VCELA053 | Curriculum content | English | Level B | Writing | Language

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level BL achievement standards - Reading and Viewing

  At Level BL students read a wide range of familiar, short, simple, repetitive fictional and everyday texts, and complete basic structured activities based on them. These texts may be print or digital, including visual, multimodal and interactive.

  Students retell a simple and familiar story...

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

• English: Foundation Level achievement standards - Speaking and Listening

  Students listen to and use appropriate interaction skills to respond to others in a familiar environment. They can identify rhyme, letter patterns and sounds in words. Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar...

  Level description | English | Foundation Level | Speaking and Listening

• VCEALC216

  Copy words, phrases or sentences accurately and carefully

  Elaborations

  • tracing or copying letters, words and sentences written by the teacher
  • making corrections to own writing when copying text

  VCEALC216 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Communication

• VCELA227

  Use visual memory to write high-frequency words and words where spelling is not predictable from the sounds

  Elaborations

  • writing sight words (because, said) and other words that cannot be sounded out phonetically (bird, phone) by drawing on knowledge of letter patterns, word shape and possible sequencing of letters in English (for example, jam is possible but not jxm)

  VCELA227 | Curriculum content | English | Level 2 | Writing | Language

• 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

• VCEALA067

  Use some home language words and words copied from various sources

  Elaborations

  • copying words from classroom resources such as labels, signs, word lists
  • writing in home language script or transliterating the sound of a home language word in English letters when the English word is unknown
  • asking home language peers or the teacher for the English translation and spelling of a home language word
  • explaining the meaning of a home language word when asked, for example by pointing, drawing, using known language

  VCEALA067 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• English: Level D achievement standards - Speaking and Listening

  Students listen to and use spoken language to acknowledge and answer a person who communicates with them, giving a response of up to three words. Students use some social conventions during social interaction, such as making eye contact, show some understanding of turn taking, use appropriate...

  Level description | English | Level D | Speaking and Listening

• VCEALL670

  Spell most commonly encountered words correctly

  Elaborations

  • learning high-frequency sight words from shared texts and classroom activities
  • recognising common letter patterns in familiar and new words

  VCEALL670 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCELA134

  Blend sounds to produce familiar single syllable words and identify words that have the same rime

  Elaborations

  • exploring words which share the same rime
  • identifying the sounds within the word
  • matching the grapheme (letter) with the phoneme (sound)

  VCELA134 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCEALL794

  Spell words accurately using a range of strategies

  Elaborations

  • spelling accurately a wide range of words including unusual and technical words, using knowledge of spelling conventions and letter–sound relationships
  • referring to dictionaries, online tools, curriculum area texts and personal vocabulary lists to check spelling

  VCEALL794 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL237

  Spell a number of high-frequency words accurately

  Elaborations

  • spelling some high-frequency words accurately from memory, including own name and short words used regularly, such as ‘it’, ‘my’, ‘we’
  • representing words by their initial letter, such as ‘b’ for ‘book’

  VCEALL237 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features