Learning links – from VEYLDF to AusVELS
Early Years Twilight Seminar – 17 September 2014: (Dr Noella Mackenzie)
COMMUNICATION VEYLDF Outcome 5: Children are effective communicators
Melbourne Declaration Goal 1: Successful Learners - Have the essential skills in literacy and numeracy and are creative and productive users of technology, especially ICT, as a
foundation for success in all learning areas
Early Years Learning Framework: Birth to Five
Foundation
Level 1
Level 2

construct texts that incorporate supporting images
using software (English, ACELY1664)(W)


make choices about expressive ways of using arts
elements and/or conventions The Arts (Standards
- Creating and Making)
represent and communicate observation and
ideas in a variety of ways such as oral and written
language, drawing and role play (Science,
ACSIS042)

create short imaginative, informative and
persuasive texts using growing knowledge of text
structures and language features for familiar and
some less familiar audiences, selecting print and
multimodal elements appropriate to the audience
and purpose (English, ACELY1671)(W)

identify visual representations of characters’
actions, reactions, speech and thought processes
in narratives, and consider how these images add
to or contradict or multiply the meaning of
accompanying words (English, ACELA1469)(RV)
Children express ideas and make meaning using a range of media

use the creative arts, such as drawing, painting,
sculpture, drama, dance, movement, music and
story-telling, to express ideas and make meaning

engage in discussions about observations and
use methods such as drawing to represent ideas
(Science, ACSIS233)

experiment with ways of expressing ideas and
meaning using a range of media

retell familiar literary texts through performance,
use of illustrations and images (English ,
ACELT1580)(W)

begin to use images and approximations of
letters and words to convey meaning

create short texts to explore, record and report
ideas and events using familiar words and
beginning writing knowledge (English,
ACELY1651)(W)

engage in discussions about observations and
use methods such as drawing to represent ideas
(Science, ACSIS233)
Children begin to understand how symbols and pattern systems work

begin to be aware of the relationships between
oral, written and visual representations
© VCAA

explore the different contribution of words and
images to meaning in stories and informative texts
(English, ACELA1786)(RV)

discuss how authors create characters using
language and images (English, ACELT1581)(SL)
Learning links – from VEYLDF to AusVELS
AusVELS English: Writing and VEYLDF Outcome 5 – Communication
0-5 (VEYLDF)
Foundation (AusVELS)
Level 1 (AusVELS)
Level 2 (AusVELS)
Understand that some language in written texts is
unlike everyday spoken language (ACELA1431)
Understand patterns of repetition and contrast in
simple texts (ACELA1448)
Understand how texts are made cohesive through
resources, for example word associations, synonyms,
and antonyms (ACELA1464)
Know that spoken sounds and words can be written
down using letters of the alphabet and how to write
some high frequency sight words and known words
(ACELA1758)
Recognise and know how to use morphemes in word
families for example ‘play’ in ‘played’ and ‘playing’
(ACELA1455)
Understand how to use digraphs, long vowels, blends
and silent letters to spell words, and use morphemes
and syllabification to break up simplewords and use
visual memory to write irregular words (ACELA1471)
Recreate texts imaginatively using drawing, writing,
performance and digital forms of communication
(ACELT1586)
Create events and characters using different media
that develop key events and characters from literary
texts (ACELT1593)
Create short texts to explore, record and report ideas
and events using familiar words and beginning writing
knowledge (ACELY1651)
Create short imaginative and informative texts that
show emerging use of appropriate text structure,
sentence level grammar, word choice, spelling,
punctuation and appropriate multimodal elements, for
example illustrations and diagrams (ACELY1661)
Create short imaginative, informative and persuasive
texts using growing knowledge of text structures and
language features for familiar and some less familiar
audiences, selecting print and multimodal elements
appropriate to the audience and purpose
(ACELY1671)
Produce some lower case and upper case letters
using learned letter formations (ACELY1653)
Write using unjoined lower case and upper case
letters (ACELY1663)
Write legibly and with growing fluency using unjoined
upper case and lower case letters (ACELY1673)
Strand: Language
5.4.1 use symbols in play to represent and make
meaning
5.4.4 develop an understanding that symbols are a
powerful means of communication and that ideas,
thoughts and concepts can be represented through
them
5.2.1 listen and respond to sounds and patterns in
speech, stories and rhymes in context
5.4.8 listen and respond to sounds and patterns in
speech, stories and rhyme
Strand: Literature
5.2.7 actively use, engage with and share the
enjoyment of language and texts in a range of ways
Retell familiar literary texts through performance, use
of illustrations and images (ACELT1580)
5.2.8 recognise and engage with written and oral
culturally constructed texts.
Strand: Literacy
5.1.3 use language and representations from play,
music and art to share and project meaning
5.1.8 convey and construct messages with purpose
and confidence, building on literacies of home and/or
family and the broader community
5.3.5 begin to use images and approximations of
letters and words to convey meaning.
© VCAA
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