English as an Additional Language – Writing
Working with this format
The draft Victorian Curriculum F-10 EAL is presented in a scope and sequence format. This format highlights the strands, the content descriptions
and achievement standards. Using this table layout you can see progression across the levels in both the content descriptions and achievement
standards and can check for the developmental continuum. This format is different to the current AusVELS EAL curriculum. These differences are
highlighted in the annotated diagrams below.
Current EAL Curriculum Structure
Outline the learning for students
and suggests appropriate
experiences
Separated for each mode
© VCAA
5 December 2016
English as an Additional Language – Writing
New EAL Curriculum Structure
STAGE – the curriculum is
written in 5 stages.
Mode – the curriculum is
written in 3 modes
If you are familiar with the
Victorian Curriculum structure
you will appreciate that in
addition to the content
descriptions and achievement
standards in the scope and
sequence charts there is;
Strands – the same 4
strands are used in
each mode
Mode specific
Achievement Standard for
each stage








Introductory materials
Rationale and aims
Structure
Learning in EAL
Glossary
Curriculum Materials
Band descriptions
Elaborations linked to
content descriptions
This content is not included in
this consultation process but
will be included when the
curriculum is published onto
the Victorian Curriculum F-10
website.
PROGRESSION
© VCAA
You will notice that each of the
content descriptions in the
scope and sequence chart is
numbered. If you want to
make a comment in relation to
a specific content description
you will be to use this number
as the reference point.
5 December 2016
English as an Additional Language – Writing
Secondary Low Literacy (SL)
Students rely heavily on teacher support and
modelling
STAGE
Texts
Strand
Strand
Strand
Secondary 1 (S1)
Students complete tasks with explicit teacher
support, modelling and scaffolding
Secondary 2 (S2)
Students complete tasks with teacher support,
modelling and scaffolding
Secondary 3 (S3)
Students complete tasks with some teacher
support, modelling and scaffolding
Secondary 4 (S4)
Students complete tasks independently with
occasional teacher support
Texts
Texts
Texts
Texts
1. Trace/ draw shapes and lines, copy words or label
pictures/maps with vocabulary learnt and practised in
class.
10. Write known words, lists and simple sentences
related to a familiar topic with enough accuracy to
convey meaning.
19. Write more extended texts (i.e. a paragraph)
for simple genres such as short procedural texts,
descriptive personal recounts or opinions.
37. Make summaries of texts to support
writing on a topic and/or to compare, link
and qualify points of view.
2. Use copied words to create simple messages.
11. Write simple sentences about pictures or
experiences using some vocabulary and structures
practised orally.
20. Create simple multimedia texts that use
images to support words.
28. Make summaries of texts and use quotes to
support learning across the curriculum and produce
an increasing range of text types using appropriate
generic structure (e.g. a persuasive text or a report).
29. Create multimedia texts that incorporate
information from two or three sources.
Linguistic features and structures
Linguistic features and structures
Linguistic features and structures
Linguistic features and structures
Linguistic features and structures
3. Demonstrate some awareness of sound-letter
relationships and the role of punctuation.
12. Spell frequently used words with reasonable
accuracy and use punctuation with some
consistency.
30. Use a number of learned strategies to spell with
increasing accuracy and to learn new words
(e.g.nominalisations), show control over punctuation
of direct and indirect speech.
39. Use and accurately spell an increasingly
expanding vocabulary, including subjectspecific terms and use punctuation to
enhance the flow and meaning of writing.
4. Recognise sentence starters associated with
simple written communication.
13. Use subject-verb-object (SVO) word order and
imperative form in simple sentences that sequence
ideas logically and may include pronouns,
prepositions and adverbs.
21. Use sound-letter relationships and some
spelling rules to spell most commonly
encountered words correctly, and use a range of
punctuation with some accuracy, including direct
speech.
22. Show increasing control of subject-verb
agreement and tense, link ideas using cohesive
devices at the sentence level and use topic
sentences to focus a paragraph.
31. Use linguistic structures appropriate to text type
and use knowledge of English grammatical features
at the sentence level to argue and persuade,
describe, classify, explain, and give instructions.
640. Use a main idea to focus an extended
text and use complex sentences to express
cause and effect, problem solving,
hypothesising, and probability.
Cultural conventions of language use
Cultural conventions of language use
Cultural conventions of language use
Cultural conventions of language use
Cultural conventions of language use
5. Complete simple personal information forms using
simple present tense.
14. Compare/ contrast texts with texts in other
known languages.
23. Organise information and write according to
appropriate structure of text type.
32. Demonstrate increasing control over the
conventions of writing, including appropriate register
and tense.
41. Recognise and correct inappropriate use
of register and tense.
6. Recognise and begin to use appropriate layout
conventions with familiar text types.
15. Identify purpose of text type and plan
appropriate vocabulary and layout for jointly
constructed texts (e.g. create a diagram to
represent relevant information/findings).
24. Identify some key differences between written
and spoken language.
33. Create mood and feeling using appropriate
language (including colloquial/ idiomatic) and
awareness of social and cultural sensibilities when
compared with other known language(s).
42. Use humour, common euphemisms and
imagery (e.g. similes and metaphors) where
appropriate and show control over register.
Language strategies
Language strategies
Language strategies
Language strategies
Language strategies
7. Use structures from writing as a group/ class and
seek assistance from peers and/or teachers.
16. Use simple repeated formulae to generate and
structure writing.
34. Use abbreviations, key words and paraphrasing
when taking notes.
43. Develop a clear plan of intention for an
extended writing task.
8. Use a computer as a writing tool.
17. Use text proformas/ templates to guide writing.
25. Access new words from dictionaries or word
lists.
26. Use a drafting process to compose a text.
44. Take notes citing references and
quotations.
9. Utilise pencils, pens, rulers effectively to practise
writing skills.
18. Participate in teacher and/or peer writing
conferences and make changes to writing based on
feedback.
35. Demonstrate an ability to plan and edit writing
with teacher and peer feedback to improve range,
clarity and accuracy of expression.
36. Employ appropriate strategies for different
writing tasks.
© VCAA
27. Reflect on own writing and revise written texts
with peers in structured activities.
5 December 2016
38. Create multimedia texts that show
understanding of the register and relationship
between written and spoken elements.
45. Work collaboratively with peers to plan
and develop ideas and arguments.
English as an Additional Language – Writing
STAGE
Achievement Standard
Achievement Standard
Achievement Standard
Achievement Standard
Achievement Standard
By the end of the Secondary Low-Literacy Stage,
students are able to write short, grammaticallysimple texts based on well-rehearsed spoken and
well-practised written English. They demonstrate
an awareness that written texts in English are
presented according to certain conventions. They
use most standard letter and some word
formations when writing or copying.
Students experiment with the writing of some new
words using their limited knowledge of the soundletter system of English, personal dictionaries and
glossaries, resources in the classroom, and by
asking for assistance.
By the end of the Secondary 1 Stage, students
are able to write with varying grammatical
accuracy, expressing themselves using familiar
vocabulary and modelled structures and features.
They order and sequence sentences about
familiar topics into coherent texts. Students
correct some errors relating to targeted
grammatical items.
Students plan their texts (with support) and provide
some additional information through illustrations
and diagrams. They use basic word processing
features to write and present their texts. Students
identify similarities and differences between
familiar texts in English and other known
language(s).
By the end of the Secondary 2 Stage, students
are able to write some basic texts independently
(though with varying grammatical accuracy).
They experiment with presenting their own ideas.
They incorporate subject-specific vocabulary.
Students correctly use most taught grammatical
features. They use simple text models as a basis
for their own texts.
Students reflect on difference/ similarities
between the way a text is structured in English
and in known language(s). They review, re-draft
and improve their writing using feedback.
By the end of the Secondary 3 Stage, students
are able to write a range of text types from across
the curriculum, showing an awareness of purpose
and audience.
They consistently use basic organisational and
linguistic structures of common text types.
Students produce paragraphs with topic sentences
and incorporate cohesive devices. They identify
similarities and differences in ‘argument’ writing
styles across English and other known
language(s). They use abbreviations when taking
notes. They demonstrate attention to whole-text,
sentences and words.
By the end of the Secondary 4 Stage, students
are able to write the full range of extended
fictional and factual text types undertaken across
the curriculum with support. They demonstrate
reasonably consistent control of a wide range of
grammatical features, including cohesive devices
and direct and indirect speech, and some
abstract noun groups.
Students identify differences between imagery
and euphemisms expressed in English and in
other known language(s). They use appropriate
abbreviations, symbols and graphic devices when
taking notes.
Students review and redraft their writing to
enhance fluency, clarity, accuracy and
appropriateness to purpose, audience and
context in response to feedback and selfassessment. They plan and present their writing
for a range of print and multimedia forms.
© VCAA
5 December 2016