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• English: Level C achievement standards - Writing

  When writing, students add writing such as scribble to label or comment on drawings, and imitate writing words and sentences. They express and record their wants and needs through a word, a picture or symbol selection. They demonstrate fine motor grasp and manipulating skills such as moving, picking...

  Level description | English | Level C | Writing

• VCELA076

  Explore similarities and differences between letters by shape and size and match some letters with their name or sound

  Elaborations

  • tracing and exploring letter-like shapes and patterns
  • learning to identify the written form of their name

  VCELA076 | Curriculum content | English | Level C | Reading and Viewing | Language

• VCELA146

  Recognise all upper- and lower-case letters and the most common sound that each letter represents

  Elaborations

  • recognising and saying the name and most common sound made by each upper and lower case letter of the alphabet, including consonants and short vowel sounds, such as /a/ in cat
  • using familiar and common letters in handwritten and digital communications

  VCELA146 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• English: Level C achievement standards - Reading and Viewing

  By the end of Level C, students listen to and view a range of spoken, written and multimodal texts from familiar contexts. They identify the main character or event in a familiar text using visual images from the text. They participate in interactive stories and repeat or activate a short phrase...

  Level description | English | Level C | Reading and Viewing

• VCELA218

  Recognise most letter–sound matches including silent letters, trigraphs, vowel digraphs and common long vowels, and understand that a sound can be represented by various letter combinations

  Elaborations

  • recognising when some letters are silent, for example knife, listen, castle, and providing the sound for less common sound-letter matches, for example ‘tion’

  VCELA218 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELA156

  Understand that punctuation is a feature of written text different from letters and recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences

  Elaborations

  • pointing to the letters and the punctuation in a text
  • commenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’

  VCELA156 | Curriculum content | English | Foundation Level | Writing | Language

• English: Level 1 achievement standards - Reading and Viewing

  By the end of Level 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. They are able to read...

  Level description | English | Level 1 | Reading and Viewing

• English: Level 3 achievement standards - Reading and Viewing

  By the end of Level 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures...

  Level description | English | Level 3 | Reading and Viewing

• VCELY160

  Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge

  Elaborations

  • using image-making and beginning writing to represent characters and events in written, film and web-based texts
  • using speaking, writing and drawing to represent and communicate personal responses to ideas and events experienced through texts
  • creating short spoken, written and multimodal observations, recounts and descriptions, extending vocabulary and including some content-specific words in spoken and written texts
  • using beginning concepts about print, sound–letter and word knowledge and punctuation to create short texts

  VCELY160 | Curriculum content | English | Foundation Level | Writing | Literacy

• VCELA086

  Know their written name (as a grapheme) and match the letters in their name

  Elaborations

  • matching letters that are the same
  • recognising that letters and numbers are different
  • learning to speak and communicate using simple sentence starters

  VCELA086 | Curriculum content | English | Level C | Writing | Language

• VCELY301

  Handwrite using clearly-formed joined letters, and develop increased fluency and automaticity

  Elaborations

  • using handwriting fluency with speed for a wide range of tasks

  VCELY301 | Curriculum content | English | Level 4 | Writing | Literacy

• English | English: Learning in English

  Students develop knowledge, understanding and skills across the strands of Language, Literature and Literacy. Each strand contributes its own distinctive goals, body of knowledge, history of ideas and interests to the study of English. 

  Learning about and using language

  In the Language...

  Overview material | English

• VCELA121

  Copy own name and recognise some of the letters within it, and understand that pausing is presented as a full stop in written text

  Elaborations

  • learning that each letter has two symbols, a capital and lowercase symbol
  • recognising the capital letter of their name in other contexts
  • understanding what a full stop looks like
  • locating full stops in text

  VCELA121 | Curriculum content | English | Level D | Writing | Language

• VCELA183

  Understand that a letter can represent more than one sound, and that a syllable must contain a vowel sound

  Elaborations

  • recognising that letters can have more than one sound (for example ‘u’ in ‘cut’, ‘put’, ‘use’ and a in ‘cat’, ‘father’, ‘any’)
  • recognising sounds that can be produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’)

  VCELA183 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCELA225

  Recognise that capital letters signal proper nouns and commas are used to separate items in lists

  Elaborations

  • talking about how a comma can be used to separate two or more elements in a list, for example ‘At the museum they saw a tiger, a dinosaur and two snakes’

  VCELA225 | Curriculum content | English | Level 2 | Writing | Language

• VCELY161

  Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops

  Elaborations

  • rereading collaboratively developed texts to check that they communicate what the authors intended

  VCELY161 | Curriculum content | English | Foundation Level | Writing | Literacy

• VCELA004

  Respond to words and groups of words and objects in texts and in the environment

  Elaborations

  • encountering words, images and written texts within their environment
  • reacting to texts in various modes within the environment
  • reacting to key words and familiar images

  VCELA004 | Curriculum content | English | Level A | Reading and Viewing | Language

• VCELA005

  Respond to images and words in texts

  Elaborations

  • experiencing sound, image and text used in print and screen
  • reacting to images and objects within their environment
  • attending to a preferred image or sound such as a photo or voice of a familiar adult
  • fixating on objects and tracking objects within texts

  VCELA005 | Curriculum content | English | Level A | Reading and Viewing | Language

• VCELA354

  Understand how to use banks of known words, word origins, base words, prefixes, suffixes, spelling patterns and generalisations to spell new words, including technical words and words adopted from other languages

  Elaborations

  • adopting a range of spelling strategies to recall and attempt to spell new words
  • using a dictionary to correct own spelling

  VCELA354 | Curriculum content | English | Level 6 | Writing | Language

• VCELA144

  Recognise that texts are made up of words and groups of words that make meaning

  Elaborations

  • exploring spoken, written and multimodal texts and identifying elements, for example words and images

  VCELA144 | Curriculum content | English | Foundation Level | Reading and Viewing | Language