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• VCELA281

  Investigate how quoted (direct) and reported (indirect) speech work in different types of text

  Elaborations

  • investigating examples of quoted (direct) speech (‘He said, “I’ll go to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences

  VCELA281 | Curriculum content | English | Level 4 | Reading and Viewing | Language

• VCELA277

  Identify features used in imaginative, informative and persuasive texts to meet the purpose of the text, and understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience

  Elaborations

  • becoming familiar with the typical stages and language features of such text types as: simple narrative, procedure, simple persuasion texts and information reports

  VCELA277 | Curriculum content | English | Level 4 | Reading and Viewing | Language

• VCELA296

  Recognise homophones and know how to use context to identify correct spelling

  Elaborations

  • using meaning and context when spelling words, for example when differentiating between homophones such as ‘to’, ‘too’, ‘two’

  VCELA296 | Curriculum content | English | Level 4 | Writing | Language

• VCELA295

  Understand how to use spelling patterns and generalisations including syllabification, letter combinations including double letters, and morphemic knowledge to build word families

  Elaborations

  • using phonological knowledge (for example long vowel patterns in multi-syllabic words) and consonant clusters (for example 'straight', 'throat', 'screen', 'squawk')
  • using visual knowledge (for example diphthongs in more complex words and other ambiguous vowel sounds, as in 'oy', 'oi', 'ou', 'ow', 'ould', 'u', 'ough', 'au', 'aw'), silent beginning consonant patterns (for example 'gn' and 'kn')
  • applying generalisations, such as doubling (for example 'running') and 'e'-drop (for example 'hoping')

  VCELA295 | Curriculum content | English | Level 4 | Writing | Language

• VCELA280

  Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity

  Elaborations

  • investigating in texts how adverb group/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state (for example, ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place)’

  VCELA280 | Curriculum content | English | Level 4 | Reading and Viewing | Language

• VCELA292

  Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases

  Elaborations

  • creating richer, more specific descriptions through the use of noun groups/phrases (for example, in narrative texts, ‘their very old Siamese cat’; in reports, 'its extremely high mountain ranges')

  VCELA292 | Curriculum content | English | Level 4 | Writing | Language

• VCELA293

  Incorporate new vocabulary from a range of sources, including vocabulary encountered in research, into own texts

  Elaborations

  • building etymological knowledge about word origins (for example 'thermometer') and building vocabulary from research about technical and subject specific topics

  VCELA293 | Curriculum content | English | Level 4 | Writing | Language

• VCELA291

  Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech

  Elaborations

  • exploring texts to identify the use of quotation marks
  • experimenting with the use of quotation marks in own writing

  VCELA291 | Curriculum content | English | Level 4 | Writing | Language

• VCELA290

  Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives

  Elaborations

  • knowing how authors construct texts that are cohesive and coherent by using pronouns that link to something previously mentioned, determiners (for example 'this', 'that', 'these', 'those', 'the'), text connectives that create links between sentences (for example 'however', 'therefore', 'nevertheless', 'in addition', 'by contrast', 'in summary')
  • identifying how participants are tracked through a text by, for example, using pronouns to refer back to noun groups/phrases
  • describing how text connectives link sections of a text providing sequences through time, for example ‘firstly’, ‘then’, ‘next’, and ‘finally’

  VCELA290 | Curriculum content | English | Level 4 | Writing | Language

• VCELA303

  Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages

  Elaborations

  • identifying words used in Standard Australian English that are derived from other languages, including Aboriginal and Torres Strait Islander languages, and determining if the original meaning is reflected in English usage, for example kangaroo, tsunami, typhoon, amok, orang-utan
  • identifying commonly used words derived from other cultures

  VCELA303 | Curriculum content | English | Level 4 | Speaking and Listening | Language

• VCELA279

  Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts

  Elaborations

  • examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and visual point of view and beginning to understand how these choices impact on viewer response

  VCELA279 | Curriculum content | English | Level 4 | Reading and Viewing | Language

• VCELA304

  Understand that social interactions influence the way people engage with ideas and respond to others

  Elaborations

  • recognising that we can use language differently with our friends and families, but that Standard Australian English is typically used in written school texts and more formal contexts
  • recognising that language is adjusted in different contexts, for example in degree of formality when moving between group discussions and presenting a group report
  • understanding how age, status, expertise and familiarity influence the ways in which we interact with people and how these codes and conventions vary across cultures
  • recognising the importance of using inclusive language

  VCELA304 | Curriculum content | English | Level 4 | Speaking and Listening | Language

• VCELA305

  Understand differences between the language of opinion and feeling and the language of factual reporting or recording

  Elaborations

  • identifying ways thinking verbs are used to express opinion, for example ‘I think’, ‘I believe’, and ways summary verbs are used to report findings, for example ‘we concluded’

  VCELA305 | Curriculum content | English | Level 4 | Speaking and Listening | Language

• VCELA278

  Identify features of online texts that enhance readability including text, navigation, links, graphics and layout

  Elaborations

  • participating in online searches for information using navigation tools and discussing similarities and differences between print and digital information

  VCELA278 | Curriculum content | English | Level 4 | Reading and Viewing | Language

• VCELA294

  Understand how to use phonic generalisations to identify and write words with more complex letter combinations

  Elaborations

  • using knowledge of complex spelling patterns to read and write words, for example 'bought'

  VCELA294 | Curriculum content | English | Level 4 | Writing | Language

• VCELT282

  Make connections between the ways different authors may represent similar storylines, ideas and relationships

  Elaborations

  • commenting on how authors have established setting and period in different cultures and times and the relevance of characters, actions and beliefs to their own time
  • comparing different authors’ treatment of similar themes and text patterns, for example comparing fables and allegories from different cultures and quest novels by different authors

  VCELT282 | Curriculum content | English | Level 4 | Reading and Viewing | Literature

• VCELT298

  Create literary texts that explore students’ own experiences and imagining

  Elaborations

  • drawing upon literary texts they have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or changing their personalities, or offering an alternative point of view on key ideas

  VCELT298 | Curriculum content | English | Level 4 | Writing | Literature

• VCELT297

  Create literary texts by developing storylines, characters and settings

  Elaborations

  • collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot

  VCELT297 | Curriculum content | English | Level 4 | Writing | Literature

• VCELT284

  Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques

  Elaborations

  • examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her
  • identifying pivotal points in the plot where characters are faced with choices and commenting on how the author makes us care about their decisions and consequences

  VCELT284 | Curriculum content | English | Level 4 | Reading and Viewing | Literature

• VCELT285

  Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts

  Elaborations

  • defining spoonerisms, neologisms and puns and exploring how they are used by authors to create a sense of freshness, originality and playfulness
  • discussing poetic language, including unusual adjectival use and how it engages us emotionally and brings to life the poet’s subject matter (for example ‘He grasps the crag with crooked hands’/wee timorous beastie)

  VCELT285 | Curriculum content | English | Level 4 | Reading and Viewing | Literature