Level A2 Writing

The students' performance in these tasks suggest that they are working within the range of Level A2 in Writing. The assessing teacher will need to consider a range of student samples in order to determine whether each student is at the beginning of A2, consolidating A2 or at the A2 standard in Writing.

At beginning Level A2 students:

• are beginning to write their own very short, simple texts
• write texts using sentence structures based on oral structures and very simple repetitive texts
• write with less need for teacher transcription as they develop an ability to use some basic conventions of writing in English
• draw heavily on phonetic strategies during their attempts at spelling.

At consolidating Level A2 students:

• can develop a simple plan for writing using pictures or drawings
• are beginning to write texts about familiar topics and experiences which include related ideas
• are becoming more aware of audience and purpose, but still require significant teacher
• support and modelling and environmental print
• use invented spelling and write some words spelt conventionally from a known spelling vocabulary.

At Level A2 Achievement Standard students:

• communicate ideas, events and experiences through simple texts based on familiar spoken and written language
• write for a variety of personal and classroom purposes, using known and modelled structures and features
  
•  write everyday texts and simple stories, recounts and factual texts based on their own and shared class experiences
• use their developing oral base and reading repertoire when writing their own texts
• write texts using simple but coherently linked sentences, basic structures and well-known vocabulary
• use some common irregular past tense verbs correctly, and link clauses using basic conjunctions and connectives
• attempt to spell new words, based on known spelling patterns and base words
• use vocabulary lists, modelled texts and familiar books to find how to write new words
• write letters legibly and make some changes to their texts when editing
• use advanced features of software applications to write and present their texts.
  

Student information

This student is in Foundation. They were born in Thailand and speak Thai at home. They began Foundation in Victoria.

Task

The student has been on an excursion to a farm as part of their unit of work. The teacher modelled recounts through shared writing, and also modelled how to develop a plan for writing. There were word lists available for reference in the classroom. The analysis is based on the student's writing before correction.

Text

The Farm

I Went to The Farm and I cach Two buses

We Saw a sheep And hallsys.

and Then we Went back into aw School.

This sample of student work demonstrates that the student can:

• Adjust size of writing, colour, layout and choice of media to support meaning (VCEALL160)
• Use a variety of simple text structures (VCEALL149)
• Use a small range of basic verb forms accurately (VCEALL154)
• Use high-frequency words encountered in classroom activities (VCEALL155)
• Write legibly (VCEALL157)
• Use some punctuation consistently (VCEALL158)
  
• Spell with accuracy familiar words and words with common letter patterns (VCEALL159)

Overall, this student can also:

• Write a small range of everyday texts and personal texts (VCEALC138)
• Write simple sentences with minimal reliance on copying (VCEALA140)
• Identify text type appropriate to the purpose (VCEALA141)
• Demonstrate understanding that handwritten texts usually need to be planned, edited and presented (VCEALA143)
• Write sustained texts using sentences based on simple repetitive, modelled patterns (VCEALL151)

Possible next steps for this student's learning

• Including personal details in recount such as own thoughts, observations and feelings about the experience (VCEALC137)(VCEALL151)
• Using adjectives to describe the farm animals (VCEALL153)
• Expanding their repertoire of regular and irregular past tense verbs (VCEALL154)
• Using capital and lower-case letters appropriately in sentences (VCEALL157)
• Using full stops at the end of the sentences (VCEALL158)

Pathways and transitions considerations

A Foundation student who is working within the range of A2 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway A of the EAL curriculum in all language modes.

A Foundation student should consistently demonstrate the final achievement standard in Pathway A (Level A2) in all three language modes before they transition to the English curriculum.

 They will need to be equally capable across all three language modes to be able to meet the learning expectations in the English curriculum at the level taught to their mainstream peers, and without substantial language support.

They will need to be sufficiently proficient in understanding and using the academic language across the learning areas to participate in learning activities across the Victorian curriculum.

They will also need to be able to understand and use the academic English of the curriculum in subsequent years without substantial language support, when the cognitive and linguistic demands of the Victorian curriculum increase, for example in Year 3 and 4.

Student information

This student is in Foundation. He was born in China and speaks Mandarin at home.

Task

The students in this class regularly write a recount about their weekend. The analysis is based on the student's writing before correction.

Text

On the weekend I stayed home.

I followed the ants then I found two seeds.

And on Sunday I followed another ant and found a pumpkin seed.

This sample of student work demonstrates that the student can:

• Use a small range of basic verb forms accurately (VCEALL154)
• Write simple sentences with minimal reliance on copying (VCEALA140)
• Write beyond the immediate environment and beyond known language with support from the teacher (VCEALC137)
  
• Spell with accuracy familiar words and words with common letter patterns (VCEALL159)

Overall, this student can also:

• Demonstrate understanding that handwritten texts usually need to be planned, edited and presented (VCEALA143)
• Use a variety of simple text structures (VCEALL149)
• Use high-frequency words encountered in classroom activities (VCEALL155)
• Use some punctuation consistently (VCEALL158)

Possible next steps for this student's learning

• Using adjectives to build short noun phrases (VCEALL153)
• Using capital letters to start a sentence and for proper nouns (VCEALL157)
• Constructing subject-verb-object sentences with additional circumstantial information (VCEALL152)
• Using time markers to help sequence recount and add more detail (VCEALL151)

Pathways and transitions considerations

A Foundation student who is working within the range of A2 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway A of the EAL curriculum in all language modes.

A Foundation student should consistently demonstrate the final achievement standard in Pathway A (Level A2) in all three language modes before they transition to the English curriculum.

 They will need to be equally capable across all three language modes to be able to meet the learning expectations in the English curriculum at the level taught to their mainstream peers, and without substantial language support.

They will need to be sufficiently proficient in understanding and using the academic language across the learning areas to participate in learning activities across the Victorian curriculum.

They will also need to be able to understand and use the academic English of the curriculum in subsequent years without substantial language support, when the cognitive and linguistic demands of the Victorian curriculum increase, for example in Year 3 and 4.

Student information 

The student was born in Australia and speaks Somali as their home language. They began Foundation in Victoria and are currently in Year 2. 

Task 

The students have been learning about narratives and have read a range of texts in the genre. They have been learning explicitly about the structure and linguistic features of a narrative and have participated in joint constructions of narratives with the teacher. The teacher has modelled how to develop a writing plan for narratives. 

The analysis is based on the student’s draft before correction. 

Text 

one day on a biutyfall Lisa and Matt went in the boet was moveing because Lisa wasent Rowing PRoPley. 

matt said, “STOP!!” Lisa dident lisening to matt because sne was listenting to the birds. Then thay laned on tow islands. 

Thay wasent on the same island. Theee was tow islands Lisa was on 1 island and matt was on the other islend matt was vary angey with Lisa. 

Matt thaot to swim in the shark water. he went to swim the end 

Lisa was scerd he was going to die. The sharks was takeing A nap he finaley he got The boat 

The end 

This sample of student work demonstrates that the student can: 

• Demonstrate understanding that handwritten texts usually need to be planned, edited and presented (VCEALA143)
  
• Make a simple plan before writing (VCEALL150)
• Show interest in patterns of spelling (VCEALA147)
• Use a variety of simple text structures (VCEALL149)
• Write sustained texts using sentences based on simple repetitive, modelled patterns (VCEALL151)
• Write sentences and phrases that reflect simple written-like structures (VCEALL152)
• Use a small range of basic verb forms accurately (VCEALL154)
• Use high-frequency words encountered in classroom activities (VCEALL155)
• Spell with accuracy familiar words and words with common letter patterns (VCEALL159)*uses letter sounds to spell unfamiliar words 

Possible next steps for this student's learning

• Publishing their writing according to writing conventions, for example, writing on the lines and aligning text to the left (VCEALA144)
• Using adjectives and expanded noun groups to elaborate on characters and setting (VCEALL153)
• Using capital letters and full stops appropriately (VCEALL158)
• Understanding the meaning of different common punctuations and using them consistently in writing (VCEALL158)
• Learning about and applying spelling patterns when writing (VCEALL159)

Pathways and transitions considerations

A Year 2 student who is working within the range of A2 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway A of the EAL curriculum in all language modes.

A Year 2 student should consistently demonstrate the final achievement standard in Pathway A (Level A2) in all three language modes before they transition to the English curriculum. 

They will need to be equally capable across all three language modes to be able to meet the learning expectations in the English curriculum at the level taught to their mainstream peers, and without substantial language support. 

They will need to be sufficiently proficient in understanding and using the academic language across the learning areas to participate in learning activities across the Victorian curriculum. 

They will also need to be able to understand and use the academic English of the curriculum in subsequent years without substantial language support, when the cognitive and linguistic demands of the Victorian curriculum increase, for example in Year 3 and 4. 

The teacher may also exercise their professional judgement to place the student on Pathway B of the EAL curriculum rather than transitioning them to the English curriculum. The teacher reviews the student’s language proficiency across the Victorian curriculum learning areas and determine where the student is best placed on Pathway B in each of the three language modes. The student will then start on Pathway B of the EAL curriculum in all language modes.

Student information 

The student is 6 years old and in Year 1. He is from Thailand and speaks Thai as his home language. While his mother speaks enough English to understand and communicate, his Australian stepfather speaks fluent English. 

Task 

The students have been learning about clothing. They have been learning to describe the colour and size of different items of clothing. In this task, the students read a story about a boy who went shopping and spoke about the different types of socks he liked or disliked. Each student was given a different coloured sock which they had to decide whether they liked or disliked, then explain why. The teacher modelled the sentence structure This is a _________ sock. I like __________ because _________. 

The student wrote about his sock with minimal support from the teacher. The teacher encouraged him to use his word book to help him with his spelling. 

The analysis is based on the student’s writing before correction. 

Text 

My sookc haev black and Orange and blue and yellow and rink and rurple. And it is too beg! i like the fire. 

This sample of student work demonstrates that the student can: 

• Write short, simple texts independently (VCEALC136)
• Write beyond the immediate environment and beyond known language with support from the teacher (VCEALC137) 
• Illustrate texts purposefully (VCEALC139)
• Write simple sentences with minimal reliance on copying (VCEALA140)
• Use a variety of simple text structures (VCEALL149)
• Use high-frequency words encountered in classroom activities (VCEALL155) 
• Use some punctuation consistently (VCEALL158) 

Possible next steps for this student's learning 

• Practising letter size and placement when writing and using prompts such as coloured lines to help understand where letters are placed on the dotted-thirds (VCEALL157)
• Separating items in a list using commas and the conjunction and (VCEALL158)
• Using the adjectives to create a noun group, for example, My black, orange, blue, yellow, pink and purple sock has... (VCEALL153)
• Using the conjunction because to express an opinion, such as, I like…because… (VCEALL152) 

Pathways and transitions considerations 

A Year 1 student who is working within the range of A2 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. This student will continue on Pathway A of the EAL curriculum in all language modes. 

A Year 1 student should consistently demonstrate the final achievement standard in Pathway A (Level A2) in all three language modes before they transition to the English curriculum. 

They will need to be equally capable across all three language modes to be able to meet the learning expectations in the English curriculum at the level taught to their mainstream peers, and without substantial language support. 

They will need to be sufficiently proficient in understanding and using the academic language across the learning areas to participate in learning activities across the Victorian curriculum. 

They will also need to be able to understand and use the academic English of the curriculum in subsequent years without substantial language support, when the cognitive and linguistic demands of the Victorian curriculum increase, for example in Year 3 and 4.

Student information 

The student was born in Sudan and speaks Dinka as her home language. She spent some time in a refugee camp before coming to Australia. She started school in Victoria in Foundation and is currently in Year 2. She is currently living with her grandmother while her parents live in Sudan. 

Task 

The class had been doing a unit of work on circuses. The students contributed to a shared writing text before writing their own advertisement for the circus. 

The analysis is based on the student’s writing before correction. 

Text 

RolluPuP RolluP uP came and see the circus trick you well like it 

Ples came and see the circus ves is the Bes circus vat you never sen 

wen you came to the circus you wel Be excited 

came in sit You can sen the Animals 

my favt is horse Bcos veu are my favet animals Bcos veu can run fas. 

This sample of student work demonstrates that the student can: 

• Write sustained texts using sentences based on simple repetitive, modelled patterns (VCEALL151) *writes a compound sentence with the conjunction because, (although with spelling error) for example, my favt is horse Bcos (they)…can run fas.
• Write sentences and phrases that reflect simple written-like structures (VCEALL152)
• Use a small range of basic verb forms accurately (VCEALL154) *uses a mixture of tenses between past and future
• Use high-frequency words encountered in classroom activities (VCEALL155)
• Use some curriculum or content area vocabulary (VCEALL156)
• Write legibly (VCEALL157)
• Spell with accuracy familiar words and words with common letter patterns (VCEALL159)  

Possible next steps for this student's learning

• Using capital letters at the beginning of sentences and full stops at the end (VCEALL158)
• Organising main ideas in texts by leaving a line between different ideas (VCEALL160)
• Adding adjectives to provide more information and increase the persuasiveness of the text, for example, the big amazing circus (VCEALL153) 

Pathways and transitions considerations 

A Year 2 student who is working within the range of A2 in any one language mode is not ready to transition to the English curriculum regardless of their proficiency in the other two language modes. 

This student will continue on Pathway A of the EAL curriculum in all language modes. A Year 2 student should consistently demonstrate the final achievement standard in Pathway A (Level A2) in all three language modes before they transition to the English curriculum.

They will need to be equally capable across all three language modes to be able to meet the learning expectations in the English curriculum at the level taught to their mainstream peers, and without substantial language support. 

They will need to be sufficiently proficient in understanding and using the academic language across the learning areas to participate in learning activities across the Victorian curriculum. 

They will also need to be able to understand and use the academic English of the curriculum in subsequent years without substantial language support, when the cognitive and linguistic demands of the Victorian curriculum increase, for example in Year 3 and 4. 

The teacher may also exercise their professional judgement to place the student on Pathway B of the EAL curriculum rather than transitioning them to the English curriculum. The teacher reviews the student’s language proficiency across the Victorian curriculum learning areas and determine where the student is best placed on Pathway B in each of the three language modes. The student will then start on Pathway B of the EAL curriculum in all language modes. 

Related pages 

Student work samples: Level A2 Speaking and Listening 
Student work samples: Level A2 Reading and Viewing 
Student work samples: Level A1 Writing