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• VCEALA219

  Understand the difference between writing and drawing, and that writing changes according to context and purpose

  Elaborations

  • pointing to pictures and words when prompted
  • understanding that English writing consists of words formed by letters, and sentences made up of words

  VCEALA219 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALC524

  Label familiar images and simple maps

  Elaborations

  • writing a caption for an image
  • copying and completing short, formulaic sentences to describe the images, such as ‘This is a …’

  VCEALC524 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Communication

• VCEALC673

  Participate in conversations with a small range of speakers

  Elaborations

  • participating in conversations with a range of familiar people such as peers and teachers
  • using appropriate sentence structures and vocabulary to participate in conversations

  VCEALC673 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALL228

  Write very short, simple texts

  Elaborations

  • write a small number of related phrases or sentences together, for example, when describing a picture, ‘Mum and Dad’, ‘in our house’

  VCEALL228 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL234

  Use high-frequency words accurately, although sometimes repetitively

  Elaborations

  • using repetitive sentence beginnings
  • using some evaluative vocabulary, for example ‘good’, ‘nice’ ‘I like’

  VCEALL234 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL289

  Recognise the function of capital letters and full stops, and use them

  Elaborations

  • pausing at a full stop when reading
  • recognising words using capital letters, for example names and the beginning of sentences

  VCEALL289 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL282

  Use some of the terminology of reading

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • identifying features of a text in answer to questions such as ‘Who is the author of this book?’

  VCEALL282 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• 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

• VCRAU063

  Recognise how stress works in the language and the use of intonation

  Elaborations

  • recognising where to place stress in complex sentences
  • reflecting on how intonation affects meaning

  VCRAU063 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• Italian - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students understand a range of spoken, written, and multimodal texts on familiar topics, including home life, friends and classroom activities. They use Italian to communicate and to interact, for example, to exchange greetings and to address people, using appropriate language...

  Level description | Languages | Italian | F–10 Sequence | Levels 3 and 4

• 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 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 as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B1 achievement standards - Speaking and Listening

  At Level B1 students communicate verbally and non-verbally in routine social and classroom situations, understanding controlled English that is supported by its immediate context. They use formulas, well-rehearsed and common sentence patterns, and short, simple utterances to contribute relatively...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Speaking and Listening

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C4 achievement standards - Reading and Viewing

  At Level C4 students compare and make judgments about different texts (such as texts on the same topic by different authors) and read a wide range of accessible and culturally appropriate texts from across the curriculum with a high degree of independence. These texts may be print or digital texts...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C4 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C2 achievement standards - Writing

  At Level C2 students write with a degree of autonomy for a range of everyday classroom and personal purposes, such as describing, explaining and recounting. They independently write some basic texts and experiment with presenting their own ideas. Their texts show varying grammatical accuracy....

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C2 | Writing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C4 achievement standards - Writing

  At Level C4 students write, with appropriate support, the full range of extended fictional and factual text types undertaken across the curriculum. With support they vary their writing to be consistent with the text type, the context and the needs of the reader, presenting similar content in different...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C4 | Writing

• 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 as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C2 achievement standards - Speaking and Listening

  At Level C2 students use simple but effective strategies for initiating communication and negotiating meaning. They communicate effectively in a range of familiar social and some basic academic contexts, experimenting with and adapting their developing English and cultural understanding. With...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL | Level C2 | Speaking and Listening

• Korean - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with peers and teachers through play- and action-related talk, exchanging greetings and introducing themselves (for example, 안녕하세요?; 안녕?; 저는 ...이에요/예요 used as a set phrase) with gestures. They respond to question cues (such as 뭐예요?) by naming objects with...

  Level description | Languages | Korean | F–10 Sequence | Foundation to Level 2

• Latin: Levels 9 and 10 description

  Students apply the principles of pronunciation for the reading of Latin texts, for example, stressing the correct syllables, or acknowledging elision in poetry. They apply an extended knowledge of accidence and syntax, including subordinate clauses, finite and non-finite verb forms, pronoun forms...

  Level description | Languages | Latin