Links to the Victorian Curriculum

Levels 5 and 6:

• Sequence significant events and lifetimes of people in chronological order to create a narrative to explain the developments in Australia’s colonial past and the causes and effects of Federation on its people (VCHHC082)
• Identify the origin, content features and the purpose of historical sources and describe the context of these sources when explaining daily life in colonial Australia, reasons for migration and causes and effects of Federation (VCHHC083)
• Describe perspectives and identify ideas, beliefs and values of people and groups in the past (VCHHC084)
• The causes and the reasons why people migrated to Australia from Europe and Asia, and the perspectives, experiences and contributions of a particular migrant group within a colony (VCHHK091)
• The stories and perspectives of people who migrated to Australia, including from one Asian country, and the reasons they migrated (VCHHK095)

Level 5:

• Understand how texts vary in purpose, structure and topic as well as the degree of formality (VCELA309)
• Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (VCELT313)
• Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (VCELT314)
• Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (VCELY320)

Level 6:

• Select, navigate and read increasingly complex texts for a range of purposes, applying appropriate text processing strategies to recall information and consolidate meaning (VCELY346)
• Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (VCELY347)

Level 5:

• Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (VCELA321)
• Reread and edit own and others’ work using agreed criteria for text structures and language features (VCELY330)

Level 6:

• Understand the uses of commas to separate clauses (VCELA349)
• Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (VCELA350)
• Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (VCELA351)
• Experiment with text structures and language features and their effects in creating literary texts (VCELT355)
• Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (VCELY358)

Level 6:

• Make connections between own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (VCELT365)
• Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions, and use interaction skills, varying conventions of spoken interactions according to group size, formality of interaction and needs and expertise of the audience (VCELY366)

Pathway B

Speaking and listening

Level BL:

• Negotiate familiar social situations and learning activities with the teacher or with friends (VCEALC166)
• Rely on other speakers to scaffold, interpret, clarify or elaborate short, simple conversations
• Identify basic items of information in short spoken texts.

Level B1:

• Understand the language of classroom routines
• Participate in extended conversations with reliance on other speakers to scaffold, interpret, clarify or elaborate (VCEALC243)
• Identify some key points of information in short spoken texts, with guidance.

Level B2:

• Use a repertoire of common classroom and schoolyard language
• Comprehend social English in most familiar contexts, and use conversation partners to support understanding
• Identify key points of information in short spoken texts.

Level B3:

• Understand increasingly de-contextualised and more complex spoken language
• Initiate and participate in casual exchanges and in learning contexts (VCEALC404)
• Understand a new topic delivered with extensive contextual and teacher support.

Reading and viewing

• See Communication and Linguistic structures and features strands 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)
• Use high-frequency words accurately, although sometimes repetitively (VCEALL234)
• 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)
• Write sentences that may not follow standard word order (VCEALL230)
• Use basic conjunctions to connect ideas (VCEALL233).

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)
• Organise some subject matter and write according to the structure of the text type, using modelled forms and repetitive patterns (VCEALL307)
• Use simple sentences and phrases with correct subject–verb–object pattern (VCEALL310)
• Write simple factual texts using print and computers or other digital devices for a variety of classroom purposes (VCEALC296)
• Use some conjunctions to connect ideas within a sentence (VCEALL313).

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)
• 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)
• Use heading and text formats appropriate to the task (VCEALL387)
• Write simple factual texts (VCEALC376)
• Write sentences with some common errors (VCEALL390)
• Use a number of common conjunctions to link ideas to create compound and complex sentences (VCEALL393).

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)

• Plan individually and review own writing (VCEALA460)

• Follow a simple planning, drafting and revision process when writing (VCEALA461)

• Use the text type appropriate to the task (VCEALL466)

• Write a range of texts covering topics across the curriculum areas, incorporating information from different sources (VCEALC455)

• Use a range of sentence structures appropriate to the text, with some errors (VCEALL469)

• Combine simple sentences using common conjunctions (VCEALL472)