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• VCELT405

  Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups

  Elaborations

  • recognising the similarities and differences between types of texts (for example a complex picture book and a feature film) in order to understand how different combinations of words and images lead readers to interpret visual texts in particular ways, according to audience, purpose and context

  VCELT405 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCELY427

  Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints, using voice and language conventions to suit different situations, modulating voice and incorporating elements for specific effects

  Elaborations

  • creating texts that express views and values other than own
  • researching subject matter on social issues and/or relationships and presenting ideas in particular ways to appeal to different audiences

  VCELY427 | Curriculum content | English | Level 8 | Speaking and Listening | Literacy

• VCELA423

  Understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return

  Elaborations

  • exploring examples of Singlish (Singapore English) from a Singlish dictionary
  • investigating borrowings from a range of languages into English, for example from French and Italian

  VCELA423 | Curriculum content | English | Level 8 | Speaking and Listening | Language

• VCELY426

  Interpret the stated and implied meanings in spoken texts, and use interaction skills including voice and language conventions to discuss evidence that supports or challenges different perspectives

  Elaborations

  • listen to a conversation or speech and identify the point being made and explain the tone and manner of presentation. Change the focus of the conversation or speech and identify how meaning has changed
  • change the tone in which the speech or conversation is presented and discuss how interpretations can also change.

  VCELY426 | Curriculum content | English | Level 8 | Speaking and Listening | Literacy

• VCELA424

  Understand how conventions of speech adopted by communities influence the identities of people in those communities

  Elaborations

  • understanding that our use of language helps to create different identities, for example teenage groups and sportspeople have adopted particular words or ways of speaking

  VCELA424 | Curriculum content | English | Level 8 | Speaking and Listening | Language

• VCELT403

  Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups

  Elaborations

  • investigating texts about Aboriginal and Torres Strait Islander history from different sources and explaining differing viewpoints
  • comparing attitudes and ideas in texts drawn from contexts that are different to one's own

  VCELT403 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCELY410

  Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication

  Elaborations

  • identifying and explaining how mobile technologies are influencing language uses and structures
  • analysing the ways that identity may be created in digital contexts
  • identifying how meanings or words change or shift depending on context, for example the word ‘cool’ is used to describe temperature or to express approval when used in informal contexts

  VCELY410 | Curriculum content | English | Level 8 | Reading and Viewing | Literacy

• VCELT404

  Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors

  Elaborations

  • identifying and describing the ways films suggest Country/Place and Identity through language features such as image, soundtrack and narrative control
  • selecting aspects of a text related to Country and Place, People, Identity and Culture and adapt it for a new context, noting if changes in one aspect will result in changes in another
  • explaining how individual interpretations of these aspects are influenced by students’ own knowledge, values and cultural assumptions

  VCELT404 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCELA400

  Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause

  Elaborations

  • evaluating how speechmakers influence audiences though specific language features such as the use of embedded clauses to add information

  VCELA400 | Curriculum content | English | Level 8 | Reading and Viewing | Language

• VCELY420

  Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate

  Elaborations

  • integrating multimodal approaches within a spoken presentation to purposefully develop meaning for a given audience
  • selecting vocabulary to influence meaning and to position and persuade the audience, for example adjusting language to show or acknowledge power

  VCELY420 | Curriculum content | English | Level 8 | Writing | Literacy

• VCELY422

  Use a range of software, including word processing programs, to create, edit and publish texts imaginatively

  Elaborations

  • investigating how digital tools or software can enhance a text that was originally print-based

  VCELY422 | Curriculum content | English | Level 8 | Writing | Literacy

• VCELT408

  Identify and evaluate devices that create tone in literary texts, including humour, wordplay, innuendo and parody

  Elaborations

  • understanding that tone (serious, bitter, sincere, amused) indicates attitude to the subject and to readers/listeners, who can identify or judge tone through past experience and language clues in the text

  VCELT408 | Curriculum content | English | Level 8 | Reading and Viewing | Literature