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• VCELT114

  Know some characteristics and features of literary texts, such as characters, beginning and ending in stories and rhyme in poetry

  Elaborations

  • knowing that there are different types of literary texts, for example story, poetry

  VCELT114 | Curriculum content | English | Level D | Reading and Viewing | Literature

• VCELT079

  Identify characteristics of familiar literary texts including poetry

  Elaborations

  • identifying similar types of literary text and discussing the topics that connect them, for example, animal stories
  • clapping, communicating using alternative and augmentative communication system or repeating a short poem or rhyme

  VCELT079 | Curriculum content | English | Level C | 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

• VCEALC089

  Participate in class performances of songs, poems and rhymes

  Elaborations

  • reciting rhymes, songs or parts of a familiar text, including some individual performance
  • attending to pronunciation, intonation, volume and pace when rehearsing or performing role-plays

  VCEALC089 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALC007

  Participate in simple and familiar songs, rhymes and chants

  Elaborations

  • reciting familiar rhymes, songs with actions or lists of words such as days of the week or colours of the rainbow
  • rehearsing formulas or short exchanges based on models, such as ‘Hello, what is your name?’, ‘My name is … What is your name?’, ‘Pleased to meet you’
  • role-playing popular stories or songs, for example ‘Little pig, little pig, let me in’

  VCEALC007 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCELT044

  Attend to features of literary texts such as images, rhyme and refrains

  Elaborations

  • listening and responding to repeated chants, rhymes and refrains in familiar literary texts, for example clapping along with the beat
  • exploring words and sentence starters in different literature during shared reading experiences, for example ‘Once upon a time …’

  VCELT044 | Curriculum content | English | Level B | Reading and Viewing | Literature

• VCAMUM002

  Experience the use of voice and/or instruments through chants, songs and rhymes

  Elaborations

  • exploring instruments by using an instrument coactively safely and appropriately, reacting to the touch of an instrument, or holding and using an instrument with assistance
  • exposed to various chants, song, rhymes and may coactively accompany with voice or instrument, reacting to or indicating a preference
  • provided with rich sensory experiences that give them opportunities to explore sights, sounds, textures, enjoy and appreciate music
  • experiencing and practicing techniques with support for playing classroom instruments
  • exposed to playing music to experience the expressive possibilities of their voices and instruments
  • exposed to music for various purposes and intentions, for example using music for relaxation, movement, to reflect different settings and feelings and creating environment to reflect the purpose

  VCAMUM002 | The Arts | Music | Level A | Music Practices

• VCJAC115

  Participate in shared performances and presentations of stories, songs, chants and rhymes

  Elaborations

  • re-enacting or retelling simple stories or interactions with puppets, props, actions or gestures, using modelled language such as おむすびころりん、ももたろう
  • creating digital texts based around familiar contexts and characters using pictures and captions
  • creating/re-creating simple songs, poems and rhymes using spoken and written language as well as non-verbal forms of support such as clapping, gestures and facial expressions

  VCJAC115 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCFRC007

  Participate in shared performance and presentation of stories, songs or nursery rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression

  Elaborations

  • performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning
  • creating and presenting own Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts (for example, Petit Ours Brun fait un tour à notre classe), building on key words and phrases, and using punctuation to guide intonation and drawings to support written text
  • creating rhythms for difficult or complicated phrases or intonation patterns, such as Comment t’appelles-tu? Qu’est-ce que tu manges pour le petit déjeuner? Le chocolat chaud

  VCFRC007 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• 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

• VCELT316

  Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes

  Elaborations

  • discussing how figurative language including simile and metaphor can make use of a comparison between different things, for example ‘My love is like a red, red rose’, ‘Tyger!, Tyger! burning bright, In the forests of the night’, and how by appealing to the imagination, it provides new ways of looking at the world
  • investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment

  VCELT316 | Curriculum content | English | Level 5 | Reading and Viewing | Literature

• VCELT344

  Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse

  Elaborations

  • identifying how language choice and imagery build emotional connection and engagement with the story or theme
  • describing how a character’s experience expressed through a verse novel impacts on students personally, how the author controls the revelation of the experiences and how the verse story builds meaning to its climax when we understand the whole

  VCELT344 | Curriculum content | English | Level 6 | Reading and Viewing | Literature

• VCELT375

  Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry

  Elaborations

  • experiencing the sound and rhythm of poetry and using metalanguage, for example ‘refrain’, ‘chant’ to discuss the layers of meaning that are created

  VCELT375 | Curriculum content | English | Level 7 | Reading and Viewing | Literature

• VCZHC134

  Create short personal narratives and performances of poetry, song, dance or drama which reflect the culture and traditions of the Chinese community

  Elaborations

  • creating performances in response to legends and other forms of culturally significant literature such as 《盘古开天辟地》, or segments of 《西游记》
  • creating simple narratives of the day in the life of a person, animal or fictional character (for example, 《小狗汪汪的一天》), sequencing events and using supporting images
  • using digital media to create an imaginative story to share with peers and Chinese-speaking contacts, using both language and images to achieve particular effects, for example, using 重复（很大很大的球; 走啊走啊走啊)
  • plotting a storyline, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?
  • considering alternative endings to well-known stories, using learnt sequences and teacher guidance

  VCZHC134 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCELT254

  Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose

  Elaborations

  • identifying the effect of imagery in texts, for example the use of imagery related to nature in haiku poems
  • exploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and enhance enjoyment

  VCELT254 | Curriculum content | English | Level 3 | 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

• VCAMUM010

  Sing, use body percussion and/or play instruments to practise chants, songs and rhymes

  Elaborations

  • using familiar percussion instrument correctly
  • pointing to items used when creating music when named by the teacher
  • playing along with a song
  • imitating sounds in a call and response format
  • practicing and performing music, for example a simple song or tune
  • exploring what music made them think about and what they like or dislike
  • exploring and learning songs used by groups in the local community, such as Aboriginal songs or Torres Strait Islander songs from their community, respecting cultural protocols

  VCAMUM010 | The Arts | Music | Level C | Music Practices

• VCAMUM006

  Use voice and/or instruments to copy a chant, song and/or rhyme

  Elaborations

  • playing and experimenting with different musical instruments
  • selecting and exploring an instrument for a short period of time
  • attempting to move, sing, and play along with chants, songs, for example attempting to sing a favourite song in a group singing activity
  • exploring different ways of using instruments through a variety of supported learning experiences that encourage them to participating in music-making activities, hold, use and play different musical instruments
  • participating in music-making activities
  • exploring and performing music using accessible technologies

  VCAMUM006 | The Arts | Music | Level B | Music Practices

• VCAMUM014

  Sing, use body percussion and/or play instruments to improvise patterns and practise chants, songs and rhymes

  Elaborations

  • responding to changes in rhythm and tempo when moving to music
  • recognising and singing songs associated with an occasion, e.g. happy birthday
  • practicing techniques for singing songs and playing classroom instruments
  • singing and playing music to explore the expressive possibilities of their voices and instruments
  • practicing and performing music including using accessible technologies
  • learning a song used by groups in the local community, such as Aboriginal songs or Torres Strait Islander songs from their community, following respecting cultural protocols

  VCAMUM014 | The Arts | Music | Level D | Music Practices

• VCAMUM018

  Sing and play instruments to create and practise chants, songs and rhymes including those used by cultural groups in the local community

  Elaborations

  • practising techniques for singing songs and playing classroom instruments, for example through music games
  • singing and playing music to explore the expressive possibilities of their voices and instruments
  • learning songs that feature patterns or familiar language, for example, working with a Koorie Elder to learn counting songs, colour songs or alphabet songs in the local Aboriginal language
  • improvising and documenting (notate) patterns and soundscapes, for example using graphic notation
  • using questions such as ‘what did this music make you think about and why’ as a starting point for making decisions about how music will be performed

  VCAMUM018 | The Arts | Music | Foundation Level | Music Practices