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• VCELT438

  Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style

  Elaborations

  • comparing texts created by the same author to determine literary style, assessing its appeal and presenting this comparison to others
  • examining how different authors make use of devices like myth, icons and imagery and evaluating the effect of these choices on audiences

  VCELT438 | Curriculum content | English | Level 9 | Reading and Viewing | Literature

• VCELT440

  Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays

  Elaborations

  • identifying examples of language devices in a range of poems, ballads or poetic extracts, and considering how their use adds to meaning and may also influence the emotional responses of listeners or readers, in varying ways
  • exploring how language devices look or sound in written or spoken texts, how they can be identified, purposes they serve and what effect they might have on how the audience responds
  • taking a particular area of study, a topic or theme and examining how different authors make use of devices like myth, icons and imagery in their work

  VCELT440 | Curriculum content | English | Level 9 | Reading and Viewing | Literature

• VCELT436

  Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text

  Elaborations

  • interrogating and making judgments about a text, comparing others’ ideas against the student’s own and reaching an independent decision or shared consensus about the interpretations and ideas expressed

  VCELT436 | Curriculum content | English | Level 9 | Reading and Viewing | Literature

• VCELT454

  Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context

  Elaborations

  • reflecting on and discussing responses to literature including plot events, setting details, characterisation, themes, structure and language devices used to achieve particular effects, and collaboratively formulating a list of factors that characterise merit
  • discussing, debating and evaluating the cinematic qualities and success of a film or new versions of a film
  • exploring the ways that context has shaped the representation of particular cultures, such as through the analysis of differing viewpoints in texts about different cultures or by comparing the ways texts from different periods reveal differences in viewpoints (for example differences in the portrayal of migrants in traditional and more contemporary literature)

  VCELT454 | Curriculum content | English | Level 9 | Speaking and Listening | Literature

• VCELT439

  Analyse text structures and language features of literary texts, and make relevant comparisons with other texts

  Elaborations

  • evaluating the effect on readers of text structures and language features of a literary text and comparing these with other texts
  • by comparing texts, writing or speaking about how well the author constructed the opening and closing sections of the text and used ‘hooks’ to keep the reader/viewer/listener engaged and reading on/watching/listening to the end

  VCELT439 | Curriculum content | English | Level 9 | Reading and Viewing | Literature

• VCELT460

  Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts

  Elaborations

  • investigating and analysing the ways cultural stories may be retold and adapted across a range of contexts such as the ‘Cinderella’ story and the ‘anti-hero’
  • imaginatively adapting texts from an earlier time or different social context for a new audience
  • exploring and reflecting on personal understanding of the world and human experience gained from interpreting literature drawn from cultures and times different from the students’ own

  VCELT460 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCELT478

  Create imaginative texts that make relevant thematic and intertextual connections with other texts

  Elaborations

  • creating texts that refer to themes or make particular connections to texts, for example writing crime fiction or romance short stories

  VCELT478 | Curriculum content | English | Level 10 | Writing | Literature

• VCELT476

  Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts

  Elaborations

  • creating texts which draw on own experience of other texts and which have a personal aesthetic appeal
  • reflect on the authors who have influenced own aesthetic style and evaluate their impact

  VCELT476 | Curriculum content | English | Level 10 | Writing | Literature

• VCELT477

  Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience

  Elaborations

  • creating a range of own spoken, written or multimodal texts, experimenting with and manipulating language devices for particular audiences, purposes and contexts
  • using humour and drama as devices to entertain, inform and persuade listeners, viewers and readers

  VCELT477 | Curriculum content | English | Level 10 | Writing | Literature

• VCELT461

  Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response

  Elaborations

  • looking at a range of texts to consider how the use of a structural device, for example a female narrator, may influence female readers/viewers/listeners to respond sympathetically to an event or issue

  VCELT461 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCELT464

  Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts

  Elaborations

  • using terms associated with literary text analysis (for example narrative, characters, poetry, figurative language, symbolism, soundtrack) when evaluating aspects that are valued and that contain aesthetic qualities
  • writing or speaking about how effectively the author constructed the text and engaged and sustained the reader’s/viewer’s/listener’s personal interest

  VCELT464 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCELT484

  Reflect on, extend, endorse or refute others’ interpretations of and responses to literature

  Elaborations

  • determining, through debate, whether a text possesses universal qualities and remains relevant
  • presenting arguments based on close textual analysis to support an interpretation of a text, for example writing an essay or creating a set of director’s notes
  • creating personal reading lists in a variety of genres and explain why the texts qualify for inclusion on a particular list
  • reflecting upon and asking questions about interpretations of texts relevant to a student’s cultural background

  VCELT484 | Curriculum content | English | Level 10 | Speaking and Listening | Literature

• VCELT462

  Evaluate the social, moral and ethical positions represented in texts

  Elaborations

  • identifying and analysing ethical positions on a current issue debated in blogs or online discussion forums, including values and/or principles involved and the strengths and weaknesses of the position in the context of the issue

  VCELT462 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCELT465

  Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses

  Elaborations

  • creating extended written responses to literary texts, making reference to varying points of view about the issues raised

  VCELT465 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCELT463

  Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text

  Elaborations

  • looking at a range of short poems, a short story, or extracts from a novel or film to find and discuss examples of how language devices layer meaning and influence the responses of listeners, viewers or readers

  VCELT463 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCELT209

  Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme

  Elaborations

  • exploring performance poetry, chants and songs from Aboriginal and Torres Strait Islander peoples and Asian cultures
  • listening to and performing simple haiku poems about familiar topics such as nature and the seasons

  VCELT209 | Curriculum content | English | Level 1 | Speaking and Listening | Literature

• VCELT206

  Express preferences for specific texts and authors and listen to the opinions of others

  Elaborations

  • sharing favourite texts and authors and some reasons for preferences
  • discussing different texts and considering what is entertaining or appealing
  • using arts methods and role play to express personal responses to characters and events in stories
  • identifying who is telling the story in different texts

  VCELT206 | Curriculum content | English | Level 1 | Speaking and Listening | Literature

• VCELT149

  Recognise some different types of literary texts and identify some characteristic features of literary texts

  Elaborations

  • recognising cultural patterns of storytelling, for example ‘Once upon a time’, ‘A long, long time ago’, ‘Before the Dreamtime…’

  VCELT149 | Curriculum content | English | Foundation Level | Reading and Viewing | Literature

• VCELT193

  Build on familiar texts by using similar characters, repetitive patterns or vocabulary

  Elaborations

  • creating familiar text types in shared or independent writing by drawing on details of characters, repeated phrases and similar vocabulary encountered in known texts

  VCELT193 | Curriculum content | English | Level 1 | Writing | Literature

• VCELT173

  Modify familiar texts

  Elaborations

  • changing familiar texts by innovating on elements of text structure, for example replacing rhyming words or substituting verbs with other verbs

  VCELT173 | Curriculum content | English | Foundation Level | Speaking and Listening | Literature