Writing

From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change.

For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA

To view all information on AusVELS Achievement Standards go to the AusVELS site.

VCAA English Resources - contains support documents for implementing F - 10 Australian Curriculum English in Victoria (AusVELS).

See: AusVELS - English Curriculum F-10 Descriptions Table

LevelAchievement Standards and
Examples of Progression Points
Indicator of Progress

Progression Point 0.5

At Level 0.5, a student progressing towards the standard at Level 1 may, for example:

  • write spoken sounds and words using letters of the alphabet and punctuation (ACELA1758 Spelling and ACELA1432 Punctuation)
  • generate new words by changing an onset or rime (ACELA1438 Spelling)
  • use sentences as the key unit for expressing their ideas (ACELA1435 Sentences and clause level grammar)
  • retell a range of familiar literary texts through performance, use of illustrations or images (ACELT1580 Creating literary texts)
  • communicate ideas and events in written texts (ACELY1651 Creating texts)
  • apply concepts about print in their writing, for example left to right, top to bottom (ACELY1651 Creating texts)
  • read back from their own writing to check that it communicates what they intended (ACELY1652 Editing)
  • produce some lower and upper case letters using learned formations ( ACELY1653 Handwriting)

Foundation Level Achievement Standard

When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

Progression Point F.5

At Level F.5, a student progressing towards the standard at Level 1 may, for example:

  • use common punctuation correctly including full stops, question marks and exclamation marks (ACELA1449 Punctuation)
  • recognise and use some morphemes in word families to spell unfamiliar words, for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455 Spelling)
  • recreate texts imaginatively using a selection of drawing, writing, performance and digital forms of communication (ACELT1586 Creating literary texts)
  • write one or more sentences for an imaginative or informative purpose, and using sentence-level grammar (ACELY1661 Creating texts)
  • use illustrations and diagrams that support the intended meaning of writing (ACELY1661 Creating texts and ACELY1664 Computer programs)
  • write words legibly, using unjoined print script of consistent size, using appropriate pencil grip (ACELY1663 Handwriting)
  • add or delete words to improve meaning, for example adding an adjective to a noun (ACELY1662 Editing)

Level 1 Achievement Standard

When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper- and lower-case letters.

Progression Point 1.5

At Level 1.5, a student progressing towards the standard at Level 2.0 may, for example:

  • spell words correctly, using knowledge of sound–letter patterns, visual memory and syllabification (ACELA1471 Spelling)
  • identify and use punctuation, including full stops, question marks, exclamation marks, commas and capital letters (ACELA1465 Punctuation)
  • create imaginative reconstructions of stories and poetry using a range of print and digital media (ACELT1593 Creating literary texts)
  • sequence content according to the text structure (ACELY1671 Creating texts)
  • select language features, for example simple and compound sentences, to express and combine ideas appropriate to audience and purpose (ACELY1671 Creating texts)
  • use vocabulary, including technical vocabulary, appropriate to text type and purpose (ACELY1671 Creating texts)
  • use strategies to reread, revise and edit writing for spelling, punctuation and/or text structure, for example reading aloud, use of feedback from others (ACELY1672 Editing)

Level 2 Achievement Standard

Students create texts that show how images support the meaning of the text. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper- and lower-case letters.

Progression Point 2.5

At Level 2.5, a student progressing towards the standard at Level 3.0 may, for example:

  • write sentences in which the subject and verb are in agreement (ACELA1481 Sentences and clause level meaning)
  • use verbs to represent different processes (doing, thinking, saying, and relating) (ACELA1482 Word level grammar)
  • know that contractions are a feature of informal language (ACELA1480 Punctuation)
  • use knowledge of a range of spelling rules, including compound words, prefixes, suffixes, morphemes and sound-letter relationships (ACELA1485 Spelling)
  • use action and saying verbs in narrative texts to give information about what characters do and say, and sensing verbs to allow readers to know what characters think and feel (ACELA1482 Word level grammar and ACELT1601 Creating literary texts)
  • create sequenced imaginative, informative and persuasive texts in print and multimodal forms, selecting an appropriate text structure for the purpose, for example paragraphs (ACELY1682 Creating texts)
  • use simple, compound and complex sentences to express and combine ideas (ACELY1682 Creating texts)

Level 3 Achievement Standard

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 of sounds and high frequency words to spell words accurately, checking their work for meaning. They legibly write using consistently sized joined letters.

Progression Point 3.5

At Level 3.5, a student progressing towards the standard at Level 4 may, for example:

  • use linking devices, for example, using pronouns to refer back to noun groups/phrases (ACELA1491 Texts cohesion)
  • use quotation marks to correctly signal dialogue, titles or quoted (direct) speech (ACELA1492 Punctuation)
  • use a range of strategies for spelling words, for example spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779 Spelling)
  • experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606 Literary devices)
  • create imaginative, informative and persuasive texts for a widening range of audiences demonstrating increasing control over text structures and language features (ACELY1694 Creating texts)
  • create texts that take account of the needs and interests of familiar and some unfamiliar audiences (ACELY1694 Creating texts)
  • use a range of software to combine print, audio and visual elements to construct and publish texts (ACELY1697 Use of software)
  • write using correctly-formed joined letters that have been taught, for example joining to ascenders and descenders, with increased fluency and automaticity (ACELY1696 Handwriting)

Level 4 Achievement Standard

Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.

Progression Point 4.5

At Level 4.5, a student progressing towards the standard at Level 5 may, for example:

  • use vocabulary to create precise meaning, and select words appropriate to the context (ACELA1512 Vocabulary)
  • form the possessive by adding just the apostrophe to regular plural nouns ending in ‘s’ (ACELA1506 Punctuation)
  • use noun groups to provide a fuller description of a person, place, thing or idea appropriate to the purpose and audience (ACELA1508 Word level grammar)
  • create literary text using settings or characters that draw on the worlds from texts students have experienced or read in class (ACELT1612 Creating literary texts)
  • plan, draft and publish a selection of imaginative, informative and persuasive print and multimodal texts, choosing texts structures and language features appropriate to purpose and audience (ACELY1704 Creating texts)
  • develop agreed criteria for text structure and language features to edit own and others’ work (ACELY1705 Editing)

Level 5 Achievement Standard

Students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create a variety of sequenced texts for different purposes and audiences. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

Progression Point 5.5

At Level 5.5, a student progressing towards the standard at Level 6 may, for example:

  • use either omission or substitution to create cohesive links in texts (ACELA1520 Text cohesion)
  • use the subordinate clause in complex sentences to elaborate, extend or explain ideas (ACELA1522 Sentence and clause level grammar)
  • select vocabulary to express shades of meaning, feeling or opinion (ACELA1525 Vocabulary)
  • use a selection of banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words (ACELA1526 Spelling)
  • plan, draft and publish a range of texts appropriate to purpose and audience, choosing and experimenting with text structures, language features, images or digital resources (ACELT1714 Creating texts)

Level 6 Achievement Standard

Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use, accurate spelling and punctuation for clarity and make and explain editorial choices.

Progression Point 6.5

At Level 6.5, a student progressing towards the standard at Level 7 may, for example:

  • use a selection of devices to create text structure for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763 Text cohesion)
  • expand noun groups, including through the use of embedded subordinate clauses (ACELA1534 Sentences and clause level grammar)
  • use a selection of modal verbs, adverbs, adjectives and nouns to achieve a sense of certainty, probability and obligation (ACELA1536 Word level grammar)
  • create literary texts that adapt stylistic features encountered in a range of other texts studied, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625 Creating literary texts)
  • plan, draft and publish a range of imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas ( ACELY1725 Creating texts)
  • use a range of strategies to edit for meaning, for example removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726 Editing)

Level 7 Achievement Standard

Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features, text structures, and images from other texts can be combined for effect. They create structured and coherent texts for a range of purposes and audiences. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, use accurate spelling and punctuation.

Progression Point 7.5

At Level 7.5, a student progressing towards the standard at Level 8 may, for example:

  • use cohesive devices, for example lexical cohesion, ellipsis, grammatical theme and text connectives, when writing complex texts (ACELA1546 Text cohesion)
  • create a range of literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632 Creating literary texts)
  • create a range of imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736 Creating texts)
  • create and perform scripts for short plays that make use of the affordances of visual, verbal and additional modes (for example music) to create atmosphere, to deepen interpretation of verbal meaning and to enhance the drama of a performance (ACELY1768 Experimentation and adaptation)
  • use a range of software to create, edit and publish texts (ACELY1738 Use of software)

Level 8 Achievement Standard

Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts students show how ideas can be expressed in new ways. They create texts for different purposes selecting language to influence audience response. When creating and editing texts for specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.

Progression Point 8.5

At Level 8.5, a student progressing towards the standard at Level 9 may, for example:

  • use abstract nouns to summarise preceding or subsequent stretches of text (ACELA1559 Word level grammar)
  • use colons and semicolons in expositions and other extended writing to improve precision and clarity of expression (ACELA1556 Punctuation)
  • create a range of literary texts that innovate on aspects of other texts such as structures and literary devices (ACELT1773 Creating literary text)
  • create a range of imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments (ACELY1746 Creating texts)
  • review and edit their own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747 Editing)

Level 9 Achievement Standard

Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts students demonstrate how manipulating language features and images can create innovative texts. They create texts that respond to issues interpreting and integrating ideas from other texts. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.

Progression Point 9.5

At Level 9.5, a student progressing towards the standard at Level 10 may, for example:

  • refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571 Vocabulary)
  • select language features to develop higher order concepts in complex texts, for example nominalisation, clause combinations, technicality and abstraction (ACELY1570 Word level grammar)
  • create a range of literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1814 Creating literary texts)
  • create a range of sustained multimodal texts, for imaginative, informative, or persuasive purposes, that reflect challenging and complex issues (ACELY1756 Creating texts)
  • evaluate how effectively texts meet the demands of purpose, audience and context (ACELY1757 Editing)

Level 10 Achievement Standard

Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. They create a wide range of texts to articulate complex ideas. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Progression Point 10.5

At Level 10.5, a student progressing beyond the standard at Level 10 may, for example:

  • create a wide range of sustained and coherent texts, that articulate complex values, beliefs and assumptions, and that show an understanding of how choices about text structures and language features reflect the purpose
  • use grammatical and vocabulary choices to impact on audiences in nuanced ways
  • create literary texts that reflect a consolidating sense of personal style, drawing on, experimenting with and adapting text structures, literary devices, language, auditory and visual structures and features
  • create imaginative, persuasive and informative texts with a growing range of thematic and intertextual connections with a broad range of other texts