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• VCEALL398

  Spell frequently used words with common patterns with increased accuracy

  Elaborations

  • spelling accurately high-frequency words and words from shared texts and classroom activities
  • using knowledge of letter–sound relationships and common letter groups to attempt to spell new words, with varied accuracy, such as ‘lern’ for ‘learn’

  VCEALL398 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCELY163

  Construct texts using software including word processing programs

  Elaborations

  • using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

  VCELY163 | Curriculum content | English | Foundation Level | Writing | Literacy

• 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

• VCELA168

  Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words

  Elaborations

  • listening to the sounds a student hears in the word, and writing letters to represent those sounds
  • identifying rhyme and syllables in spoken words
  • identifying and manipulating sounds (phonemes) in spoken words
  • identifying onset and rime in one-syllable spoken words

  VCELA168 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELY127

  Copy and write letters, symbols and numbers

  Elaborations

  • using letters (including letter-like symbols) when 'writing'
  • using a tripod grip to hold and handle writing implements
  • developing finger strength and endurance by holding and handling small objects and materials

  VCELY127 | Curriculum content | English | Level D | Writing | Literacy

• VCEALL606

  Use grapho-phonic knowledge to attempt to spell unknown words

  Elaborations

  • spelling frequently used words and one- and two-syllable words with common patterns with reasonable accuracy
  • using knowledge of letter–sound relationships and common letter groups to attempt to spell new words, for example, ‘ake’ for ‘ache’, ‘meen’ for ‘mean’, ‘wierd’ for ‘weird’
  • referring to classroom charts and personal vocabulary lists to check or confirm spelling

  VCEALL606 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• 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

• VCELA111

  Know that a letter can be the same but look different, including capital and lower-case letters, and match some letters with their sound and name

  Elaborations

  • recognising the individual letters of their name
  • experiencing the individual letters of the alphabet, their name letter and common sounds
  • identifying their name as starting with a capital letter

  VCELA111 | Curriculum content | English | Level D | Reading and Viewing | Language

• English: Level D achievement standards - Writing

  When writing, students produce ‘text-like’ writing to convey meaning and label images. They trace letter-like patterns moving left to right across a page. They have a preferred writing hand and hold a pencil to trace over lines, shapes and patterns with some accuracy. They colour within a clearly...

  Level description | English | Level D | Writing

• VCEALL645

  Read texts that contain compound and complex sentences of two or three clauses

  Elaborations

  • understanding compound sentences using common coordinating conjunctions (such as ‘and’, ‘but’, ‘so’) and complex sentences using subordinating conjunctions (such as ‘because’, ‘if’, ‘before’)

  VCEALL645 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

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

  The Level CL curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to participate in routine and familiar exchanges in English with their peers. The curriculum covers the practising of pronunciation...

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

• VCEALC055

  Copy well-known symbols, words, phrases or short texts

  Elaborations

  • tracing or copying letters, words and sentences written by the teacher
  • copying out a short text jointly constructed by the class
  • copying and completing short, formulaic sentences to describe familiar images, such as ‘This is a …’
  • making corrections to own writing when copying text

  VCEALC055 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Communication

• VCELA109

  Recognise how a group of words can represent an object or image

  Elaborations

  • using a noun and adjective to refer to an object or image, for example ‘the red car’ to refer to an object or image
  • making a request using a group of words, for example ‘I want the red car’, ‘cold drink please’, ‘work book please’
  • identifying spaces, letters and words in text

  VCELA109 | Curriculum content | English | Level D | Reading and Viewing | Language

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A1 description

  The Level A1 curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to participate in routine and familiar exchanges in English with their peers. As a result, they begin to recognise the ways...

  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 CL achievement standards - Writing

  At Level CL, in familiar contexts, students write short, grammatically simple texts based on well-rehearsed spoken and well-practised written English. They write for a range of basic classroom and personal purposes, such as making lists and writing simple journal entries and notes, and complete...

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

• English: Level D achievement standards - Reading and Viewing

  By the end of Level D, students listen to and view a range of spoken, written and multimodal texts from familiar contexts. They identify the main character and event in an imaginative text. They use visual images to identify the key topic or theme within an informative text. They understand familiar...

  Level description | English | Level D | Reading and Viewing

• VCEALL082

  Use basic keyboard skills to write personally significant words and simple modelled sentences

  Elaborations

  • locating letters, numbers and common symbols accurately on a keyboard
  • using basic functions of a keyboard, for example using the shift key and space bar
  • typing letters, numbers, symbols and words, copying from a print text
  • typing familiar words, such as own name, without copying

  VCEALL082 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL521

  Name letters of the alphabet and relate them to sounds

  Elaborations

  • naming each letter of the alphabet and pronouncing its most common sound
  • recognising some common letter combinations, such as ‘ch’, ‘sh’, ‘–at’, ‘–er’, ‘–ing’, and attempting to pronounce them

  VCEALL521 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCELA417

  Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations

  Elaborations

  • understanding the different ways complex words are constructed and, when spelling these words, drawing on morphemic knowledge and knowledge of unusual letter combinations

  VCELA417 | Curriculum content | English | Level 8 | Writing | Language

• VCELY332

  Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements

  Elaborations

  • writing letters in print and by email, composing with increasing fluency, accuracy and legibility and demonstrating understanding of what the audience may want to hear

  VCELY332 | Curriculum content | English | Level 5 | Writing | Literacy