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-simplified language

-the term 'morphemic/morpheme' is included

-Speaking and listening - more details included in content descriptors about interaction skills

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A lot of refinement

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The new Victorian Curriculum Version 2.0 has refined content descriptions for clarity, focusing on skill progression within language modes.

Specific examples of refined content include integrating multimodal and digital elements in speaking, reading, and writing tasks.

The new version places emphasis on vivid vocabulary, multimodal elements, and language analysis to engage and influence audiences.

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The language was more clear, specific and easy to understand

Very specific language and more detail in the language.

In prep they introduced decodables

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- In Speaking and Listening, 2.0 has a bigger emphasis on actual communication with others and speaking in front of an audience.

- In Reading, 2.0 is very focused on decoding text and incorporating decodables in reading.

- In 2.0, CVC words are mentioned in both reading and writing.

- More examples within each content descriptor

- Content descriptors are more specific (e.g. 'sentences are made up of words', instead of 'texts are made up of words')

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Clear focus on decoding and types of words for Yr 1 . Yr 6 clear focus on types of vocab to explore. Prep clear focus on CVC words

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Moved from using the word 'Understand' which can be quite ambiguous and hard to assess to words like 'Recognise' or 'Identify' making the teaching, learning and assessment more specific.

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Moved from using the word 'Understand' which can be quite ambiguous and hard to assess to words like 'Recognise' or 'Identify' making the teaching, learning and assessment more specific.

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Very specific with the skills required to access English. Progression of skills is clear, e.g. evaluate in higher levels

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A lot more focus on phonics and vocab

Content descriptors were less wordy

Was easier to figure out what students need to achieve

More refined

Skills could be developed through discussions with students

Lot more that could be done day to day/routines

Speaking and listening was first, and everything came next, and the priority in the sequence

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How will these changes affect student outcomes, especially in terms of engagement and critical thinking?

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More focus on oral language components rather than just responding to texts

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less descriptive/more refined/ simplified

focus on vocab

phonics into reading and viewing

more examples in elaborations

clear and specific

updated to reflect technology

word processing removed in year 4

descriptors carrying into other modes

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Clearer expectations and more specific on skills needed to achieve.

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reminded us of our essential learning document

easier for teachers to unpack!

definitely a double up previously

split dot points into two sections if need be

separated each skill, easier to tick off!

Changed the language to narrative instead of imaginative

Less wordy

specific examples were great some weren't as specific

Similar content descriptors

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More specific language used with specific examples. Makes it easier to understand.

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It is very clear and easy to understand.

Deep emphasis on decoding.

Big on communicating.

Deepening students' understanding of world knowledge.

How the sub strands link with all modes.

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Content Descriptors are less vague and could be directly used as Essential Learnings

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-Will we still report the same progression point?

-How will this affect us?

-Are some of the strands doubling up with some of the capabilities? Eg interacting with others

-Changes with the AITS

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Will students receive a brand new progression point, similar to Maths 2.0?

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Less 'understand' more 'explore'

Tenses specified - for Level 4

Organisation and editing rather than punctuation

Broader definition of boundary punctuation for Level 1

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LEVEL 2

links with VEYLDF

speaking and listening - explores the language of appreciation

LEVEL 3/4

focus on clearly joined letters when writing

focus on vocab choice

specific content descriptor for tense

LEVEL 5

accounts for personal style in handwriting

students select language for social purposes, big focus on social language/oral language

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is word processing being integrated throughout the curriculum?

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Potentially a clearer connection/more accessible between EAL and English curriculum?

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Potentially a clearer connection/more accessible between EAL and English curriculum?

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Aesthetic components in literature - what does this look like? what does it mean? definition?

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Will it result in reduced progression points like maths?

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Why were descriptors removed/other things stayed/were refined?

I wonder if they have removed using word etc from the upper year level curriculum - noticed it had been removed from prep

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will they have separate progression points for reading, writing and S/L?

Will there be a clear link/influence between this and EAL?

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Specifically addressed in prep and then progresses into Yr 1 as a sequence of skill

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how this change will inform the EAL curriculum?

how will this look / feel when we use all the components of literacy

speaking and listening at the front focus of the literacy block

how will it impact our students coming off the EAL curriculum

aesthetic aspects of literature getting introduced eariler it will help build their inferential understanding

bringing the gap when EAL to Vic

Year 3 - removed digital aspect! wonder if they removed it elsewhere and why

refined the descriptor for the handwriting!

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Introduces formal language selection, understanding bias, and the use of voice features for clarity.

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essential learning document

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Essential Learning

Scope and Sequence

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Writing MOD assessing document

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Writing moderation document

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Scope and Sequences

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moderation document for writing mod

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Mod documents

Essential learning documents

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Reports on compass

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Essential learning documents

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Writing Moderation document

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F&P to vic curric comparison charts

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reading assessments (?)