VC2E5LA04
Parents start here
Your child is learning to link the sentences in a paragraph so they flow.
- Replace repeated nouns with pronouns or synonyms to maintain cohesion without ambiguity, e.g. 'The explorer found a cave. She examined it carefully'
- Use adverbials of sequence (firstly, then, next, finally) and cause (therefore, as a result, consequently) to connect ideas within a paragraph
One skill from the map, ages 9–11 — its page has the rest of the checklist and what comes next. Candidate alignment, machine-suggested and unreviewed (v0.1).
A Victorian Curriculum F–10 Version 2.0 content description in English, Level 5. The description text is © VCAA and not reproduced here — read the official wording at the VCAA site.
Official source: Victorian Curriculum F–10 V2.0 — English ↗ · content © VCAA (CC-BY-NC) · codes shown as reference labels only
Closest Australian Curriculum v9 codes
The national codes this Victorian code most closely corresponds to — ✓ marks codes where Victoria kept the national numbering; all correspondences are machine-suggested candidates, unreviewed (v0.1).
understand how texts can be made cohesive by using the starting point of a sentence or paragraph to give prominence to the message and to guide the reader through the text
explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features
identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas
Other skills on the Learning Map matched to this code — candidate alignments, machine-suggested and unreviewed (v0.1).
8 other candidate matches — 4 medium, 4 low
Alignments generated 9 July 2026, unreviewed.
Nearby in the Language strand (Level 5):
VC2E5LA01VC2E5LA02VC2E5LA03VC2E5LA05VC2E5LA06VC2E5LA07VC2E5LA08VC2E5LA09
Teaching this? Learning Map for teachers has the sequencing view and copy-paste words to send home.