Links to the Victorian Curriculum

Levels 3 and 4:

• Different living things have different life cycles and depend on each other and the environment to survive (VCSSU058)

Level 3:

• Identify the point of view in a text and suggest alternative points of view (VCELY255)
• Analyse how different texts use verb groups to represent different processes (action, thinking, feeling, saying, relating) (VCELY258)

Level 4:

• Identify features used in imaginative, informative and persuasive texts to meet the purpose of the text, and understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (VCELA277)
• Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing (VCELY287)

Level 3:

• Understand that paragraphs are a key organisational feature of written texts (VCELA259)
• Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose (VCELY266)

Level 4:

• Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (VCELA292)
• Incorporate new vocabulary from a range of sources, including vocabulary encountered in research, into own texts (VCELA293)

Level 3:

• Examine how evaluative language can be varied to be more or less forceful (VCELA272)
• Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (VCELA273)

Level 4:

• Understand differences between the language of opinion and feeling and the language of factual reporting or recording (VCELA305)

Pathway B

Speaking and listening

Level BL:

• Identify basic items of information in short spoken texts (VCEALC167)
• Take turns to speak or listen during class interactions (VCEALA169)
• Negotiate familiar social situations and learning activities with the teacher or with friends (VCEALC166)

Level B1:

• Identify some key points of information in short spoken texts, with guidance (VCEALC245)
• Speak or listen appropriately during class interactions (VCEALA248)
• Use the most basic forms of modality (VCEALL257)
• Participate in extended conversations with reliance on other speakers to scaffold, interpret, clarify or elaborate (VCEALC243)

Level B2:

• Identify key points of information in short spoken texts (VCEALC326)
• Participate appropriately in social and learning situations (VCEALA329)
• Use simple forms of modality (VCEALL338)
• Demonstrate independence in extended conversations (VCEALC321)

Level B3:

• Understand a new topic delivered with extensive contextual and teacher support (VCEALC406)
• Initiate and manage interaction appropriately in social and learning situations (VCEALA409)
• Understand how modal verbs express probability and possibility (VCEALL418)
• Contribute information, express ideas and give reasons for opinions in group tasks or classroom discussions (VCEALC401)

Reading and viewing

• See Linguistic structures and features strand under Reading and Viewing in the EAL curriculum.

Writing

Level BL:

• Create basic texts, with support and modelling (VCEALA220)
• Write very short, simple texts (VCEALL228)
• Use topic-specific vocabulary encountered in classroom activities (VCEALL235)
• Write some familiar words and complete simple, repetitive modelled sentences in writing (VCEALC217)
• Contribute ideas to shared writing activities (VCEALA221)
• Rewrite following explicit correction (VCEALA222)

Level B1:

• Create short, simple texts for particular purposes, with some support and modelling (VCEALA300)
• Attempt to write paragraphs and topic sentences (VCEALL308)
• Incorporate learnt vocabulary into writing (VCEALL315)
• Write 'real world' texts (VCEALC297)
• Contribute to shared simple brainstorming of ideas and identify relevant vocabulary to be incorporated into the written work (VCEALA301)
• Rewrite after correction, discussion or prompting (VCEALA302)

Level B2:

• Create a small range of texts based on modelling (VCEALA380)
• Write simple paragraphs with a logical sequence of sentences (VCEALL388)
• Use modelled vocabulary appropriately (VCEALL395)
• Write simple texts that present a point of view (VCEALC377)
• Use a varied and appropriate vocabulary (VCEALL394)
• Plan, with support, the format of a text according to its communicative purpose (VCEALA381)
• Draft a piece of writing focusing on meaning, and revise after rereading or discussion (VCEALA382)

Level B3:

• Use own experience and perspectives to elaborate and support a viewpoint (VCEALA459)
• Organise texts in simple, logically ordered paragraphs with topic sentences (VCEALL467)
• Use a range of key vocabulary appropriately (VCEALL474)
• Write texts that present a point of view on topics discussed in class (VCEALC456)
• Plan individually and review own writing (VCEALA460)
• Follow a simple planning, drafting and revision process when writing (VCEALA461)