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• VCEALL522

  Interpret basic punctuation and spacing

  Elaborations

  • identifying common punctuation, such as full stops, question marks
  • counting words in a sentence or on a line, based on spacing
  • using capital letters and full stops to identify and count sentences in a text

  VCEALL522 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCEALL079

  Experiment with some familiar punctuation

  Elaborations

  • using basic punctuation some of the time, such as full stops at the end of sentences, capital letters to begin sentences and for names
  • writing capital and lower-case letters and full stops accurately when copying
  • beginning to copy more complex punctuation accurately, such as commas, question marks, exclamation marks, quotation marks

  VCEALL079 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL399

  Experiment with complex punctuation

  Elaborations

  • using commas to separate items in a list or to indicate pauses in a sentence
  • using question marks to indicate questions, with occasional inaccuracy, for example ‘She asked to borrow a pencil?’
  • using exclamation marks to emphasise an idea

  VCEALL399 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL158

  Use some punctuation consistently

  Elaborations

  • using a range of common punctuation, such as full stops, question marks, commas
  • starting sentences with a capital letter and ending with a full stop, question mark or exclamation mark
  • correcting capital letters and full stops when reviewing own or others’ writing

  VCEALL158 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL369

  Understand simple punctuation when reading

  Elaborations

  • using sentence punctuation to identify the nature of sentences, for example whether a sentence is a statement or question
  • using punctuation to identify parts of the sentence, for example pausing appropriately at full stops and commas

  VCEALL369 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL586

  Understand simple punctuation when reading

  Elaborations

  • using punctuation to identify the nature of sentences, for example identifying statements by full stops and questions by question marks
  • using punctuation to identify parts of a sentence, for example pausing appropriately at full stops and commas

  VCEALL586 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL319

  Use basic punctuation, such as full stops and capital letters, appropriately

  Elaborations

  • consistently using capital letters to begin sentences and names
  • consistently using a full stop to end a sentence
  • correcting capital letters and full stops when reviewing own or others’ writing

  VCEALL319 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL650

  Understand the function of punctuation marks

  Elaborations

  • identifying a range of punctuation marks in text, for example full stops, commas, question marks, quotation marks, semicolons
  • attending to punctuation marks when reading aloud, for example pausing at appropriate points in the text, adjusting speech to reflect dialogue

  VCEALL650 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL542

  Use basic punctuation

  Elaborations

  • writing capital and lower- case letters and full stops accurately
  • using basic punctuation, such as commas and question marks, accurately most of the time
  • experimenting with more complex punctuation such as exclamation marks, quotation marks

  VCEALL542 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Linguistic Structures and Features

• VCEALL607

  Use common punctuation with some consistency

  Elaborations

  • using commas consistently in lists or to indicate pauses
  • using question marks to indicate questions, with occasional inaccuracy, for example ‘She asked to borrow a pencil?’
  • correcting capital letters and full stops when reviewing own or others’ writing

  VCEALL607 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL238

  Copy basic punctuation as part of writing work

  Elaborations

  • writing capital and lower-case letters and full stops accurately when copying
  • beginning to copy more complex punctuation accurately, such as commas, question marks, exclamation marks

  VCEALL238 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL478

  Use a range of punctuation marks consistently and correctly

  Elaborations

  • using a range of punctuation, such as full stops, question marks, exclamation marks, commas and apostrophes, consistently and correctly
  • using commas consistently to separate items in a list, and sometimes to separate clauses or indicate pauses

  VCEALL478 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL671

  Use a range of punctuation marks consistently and correctly

  Elaborations

  • using a range of punctuation consistently and correctly, such as full stops, question marks, commas, apostrophes
  • using commas consistently in lists, to separate clauses or indicate pauses
  • using correct punctuation in direct speech

  VCEALL671 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

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

  At Level B3 students communicate for a range of purposes on a variety of familiar topics, using a basic repertoire of text types. They write sequenced and ordered factual texts, and narrative texts that maintain a cohesive storyline and characterisation. They demonstrate an awareness of how effective...

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

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

  At Level C3, through guided activities, students write texts based on an extensive range of fictional and factual text types from across the curriculum, showing an awareness of purpose and audience. They consistently use the basic structures of these text types, and demonstrate consistent but...

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

• VCEALL795

  Use a wide range of punctuation marks to add impact to writing

  Elaborations

  • producing texts in a range of digital formats, such as text documents, slides, infographics, simple websites, videos
  • using advanced writing and formatting functions in software applications, such as spellchecker, font styles, paragraph formatting
  • using software application functions to add, format and edit images and tables, with guidance

  VCEALL795 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL733

  Use punctuation marks to create effects in writing, such as pauses and emphasis

  Elaborations

  • using a range of punctuation consistently, such as full stops, commas, colons, exclamation marks, question marks, apostrophes
  • using commas to indicate pauses and separate clauses
  • using punctuation to create effects in writing, such as commas or ellipses to indicate pauses, exclamation marks to emphasise a point
  • using correct punctuation for direct speech and quotations most of the time

  VCEALL733 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• 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 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