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• VCELA028

  Respond to different sounds and words used in everyday experiences

  Elaborations

  • being exposed to people communicating and playing with words
  • being exposed to a variety of different rhymes, syllables and sounds
  • observing the connection between everyday words and objects
  • reacting to familiar voices and preferred sounds

  VCELA028 | Curriculum content | English | Level A | Speaking and Listening | Language

• VCELT150

  Identify some features of texts including events and characters and retell events from a text

  Elaborations

  • identifying some features of culture related to characters and events in literary texts, for example dress, food and daily routines
  • listening, responding to and joining in with rhymes, poems, chants and songs

  VCELT150 | Curriculum content | English | Foundation Level | Reading and Viewing | Literature

• VCELT159

  Retell familiar literary texts through performance, use of illustrations and images

  Elaborations

  • drawing, labelling and role playing representations of characters or events
  • reciting rhymes with actions
  • using digital technologies to retell events and recreate characters from favourite print and film texts

  VCELT159 | Curriculum content | English | Foundation Level | Writing | Literature

• VCELT208

  Discuss features of plot, character and setting in different types of literature and compare some features of characters in different texts

  Elaborations

  • examining different types of literature including traditional tales, humorous stories and poetry
  • discussing similarities and differences between texts ( for example features of main characters in different stories)
  • discussing features of book settings including time (year, season) and place (country or city, realistic or imagined)
  • discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution)

  VCELT208 | Curriculum content | English | Level 1 | Speaking and Listening | Literature

• VCRAU066

  Recognise formal and informal forms and that their style and use depend on the context, purpose and audience

  Elaborations

  • examining differences in language use according to mode, for example, poetry/song lyrics or abbreviations used in text messages
  • recognising that the use of different terms of address reflects varying levels of politeness and familiarity
  • comparing language structures in the language and English and how these are used to create intimacy or distance, for example, the use of colloquial language
  • using intonation to shift meaning, for example, to show surprise, to downplay or to exaggerate

  VCRAU066 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCELA204

  Manipulate phonemes by addition, deletion and substitution of initial, medial and final phonemes to generate new words

  Elaborations

  • recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word
  • recognising and producing rhyming words
  • replacing sounds in spoken words, for example replace the ‘m’ in 'mat' with 'c' to form a new word 'cat', deleting the 'f' from 'farm' to form a new word 'arm', and substituting the 't' in 'pet' with 'n' to form a new word 'pen'
  • saying sounds in order for a given spoken word (for example f/i/sh, th/i/s)

  VCELA204 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCNRC007

  Create captions to images for individual presentations and participate in shared performances and imaginative activities using familiar words, phrases and language patterns

  Elaborations

  • creating and presenting Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts, using images and captions
  • creating a puppet play or dramatic performance based on an experience or aspect of a story, song, poem or cartoon
  • creating rhymes, nonsense phrases and songs using rehearsed language
  • performing chants, rap, rhymes and songs, and using music and actions to support meaning

  VCNRC007 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCESC114

  Participate in shared reading, or viewing or listening to short imaginative texts and respond through mime, drawing and dance

  Elaborations

  • reciting and performing chants and rhymes, for example, ‘El Renacuajo Paseador’ and ‘El lagarto y la lagarta’, adding gestures such as clapping or dancing to support rhythm and expression
  • listening to, reading or viewing Spanish versions of familiar stories such as Los tres ositos or El patito feo, identifying recurring expressions and re-enacting elements with puppets, props or actions
  • responding to oral, print and digital imaginative texts such as stories, rhymes and songs through play-acting, illustrating or movement
  • making simple statements in response to favourite characters in stories, rhymes or songs, for example, el lobo es feroz, el osito está triste, ¡Qué divertido!

  VCESC114 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCASFC186

  Interpret different types of texts that involve the expression of feelings or experiences and the representation of imagined people, places and scenarios, sharing and comparing their responses to different elements

  Elaborations

  • viewing and responding to sign poetry from around the world, for example by comparing differences and similarities in ‘visual vernacular’
  • recognising how a character’s feelings and attitudes are expressed through NMFs and manner
  • evaluating Deaf performances or art forms that use technology such as camera and lighting techniques to expressive effect, for example performances by Ian Sanborn
  • describing and comparing responses to the use of colour and images by deaf artists such as Juan Fernández Navarrete or Nancy Rourke
  • identifying and profiling Deaf artists who make use of music, for example members of the Deaf Performing Arts Network
  • exploring how cultural values and the expression of identity are reflected in different forms of artistic expression, such as poetry performances by Walter Kadiki or John Wilson’s ‘Home’
  • comparing visual elements of signed media texts with those of equivalent texts produced for a hearing audience, for example, the teen drama Switched at Birth with teen dramas from BSL Zone
  • exploring the concept of metaphorical iconicity used in poems and narratives, for example by shadowing selected elements
  • analysing how elements of theatre performance such as emotional nuance are communicated through interpreters in a live setting

  VCASFC186 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCARC176

  Explore a range of imaginative texts, analysing themes, values and techniques, and discussing how aspects of language and culture help create particular effects

  Elaborations

  • listening to, reading and viewing a range of imaginative texts, including digital, online or multimodal texts, such as short stories, films and poetry, identifying technical aspects and analysing elements of language that convey emotions and values
  • reading texts such as poems and short stories, analysing the main messages the author wishes to convey and discussing the values presented in the texts and connecting them to their own experiences
  • analysing and evaluating the lyrics of contemporary Arabic songs, identifying themes, messages and cultural aspects expressed through language
  • discussing how texts such as short films or video clips portray social issues such as relationships, wealth and poverty and cultural change, and values such as honesty and equality

  VCARC176 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCARU185

  Analyse and explain how variations in Arabic language use relate to roles, relationships and the context of interactions, and consider how and why these would differ from interactions in English or other languages represented in the classroom

  Elaborations

  • investigating the nature and use of the Arabic language in different contexts of interaction, for example, by asking Arabic-speaking students in Australia when, with whom and for what purpose they use Arabic or English, and reflecting on similarities and differences in interactions in both languages
  • reflecting on how various Arabic speakers’ views on social or cultural roles and relationships are reflected in texts such as traditional sayings, idioms, proverbs, poetry and song lyrics
  • comparing a variety of texts relating to interactions in different Arabic-speaking regions, and analysing how aspects of the language used in varying social contexts reflect certain values and world views

  VCARU185 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCASFC063

  Create bilingual texts to use in the wider school community, identifying words/signs or expressions that carry specific cultural meaning in either Auslan or English

  Elaborations

  • creating bilingual texts that inform the school community about Deaf culture
  • captioning examples of deaf poetry, noticing areas of difficulty and considering possible reasons for this, and comparing individual translations with those of classmates to determine if similar challenges were faced by others
  • creating bilingual public information texts, such as details about Deaf community events such as the National Week of Deaf People schedule and the importance of the event, and posting these on the school website
  • transcribing short, simple spoken texts such as instructions or procedures into Auslan and filming the translations, for example, recipe requests by food technology teachers for their classes

  VCASFC063 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCGRCE019

  Read aloud, recite or perform Classical Greek texts to entertain others, using strategies such as phrasing and voice inflection to convey meaning and emotion

  Elaborations

  • reading aloud passages or extracts from different genres of Classical Greek literature, such as Socratic dialogue, oratory, historiography, drama or poetry, with appropriate expression, phrasing, stress and tone to convey meaning
  • reciting or presenting extracts from Classical Greek texts to the class or school community, using expression and movement to illustrate meaning and to entertain, for example, excerpts from Homer’s Iliad, Pindar’s victory odes
  • performing extracts from Classical Greek plays for the appreciation of an audience, for example, from Sophocles’ Antigone or Euripides’ Medea

  VCGRCE019 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Responding to texts

• VCNRU082

  Discuss the interrelationship between linguistic elements, context, purpose, audience and structure of a wide range of text types and identify how cultural elements are incorporated

  Elaborations

  • recognising main features of a range of text types in the language, for example, plays, songs, poetry, and discussing how they are used and how they add to the richness of the text
  • analysing texts, such as advertisements and magazine articles, and discussing linguistic and cultural elements
  • reading, viewing and listening to different texts in the language, paying attention to how messages can be expressed for different audiences and purposes, for example, reading messages on social media sites, emails, blogs
  • discussing language appropriate to particular text types, such as descriptive language in documentaries and persuasive language in advertisements
  • explaining form, features and purposes of texts, such as how they are organised in terms of layout, headings, sequencing of ideas and stylistic devices, for example, informative language in documentaries and persuasive language in advertisements

  VCNRU082 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Systems of language

• VCZHC231

  Use particular language features such as dialogue and imagery in short stories, literary essays and plays to create own imaginative representations of experience

  Elaborations

  • creating texts depicting the experiences of Chinese people in Australia, for example, writing a narrative reflecting a Chinese person’s adjustment to a new life in Australia based on an interview conducted with an older member of the local Chinese community
  • using examples or quotations from traditional literature in their own writing, such as 三人行，必有我师焉 from 《论语·述而》。
  • presenting the experiences of people in different eras, such as women in ancient China, through drama, poetry and literature
  • writing a story of an imagined scenario or an exciting adventure to entertain younger students at school

  VCZHC231 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHU239

  Compare writing styles between Chinese authors to identify and explore the purposes and features of text structure and organisation of ideas

  Elaborations

  • exploring diverse examples of writing and identifying features of particular styles such as 辞藻华丽 , 平实质朴 , 口语化
  • discussing own preferences for writing styles of particular popular authors
  • experimenting with different ways of sequencing and organising ideas for different audiences and purposes
  • exploring text structure and format in classical literature, for example, 五言 and 七言 in poetry; the absence of a subject in 李白《静夜思》
  • comparing the organisation and substantiation of ideas in essays in classical and modern literature, for example, comparing 周敦颐《爱莲说》 and 余光中《莲恋莲》

  VCZHU239 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCEALC378

  Write creative texts based on models provided or studied in class

  Elaborations

  • using language features of model texts, such as the rhyme and metre of poems, to compose own creative texts
  • following conventions of texts based on class models, such as character names and stage directions in a script
  • incorporating personal experience, ideas adapted from other texts, or imaginative details into creative texts

  VCEALC378 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Communication

• VCEALL015

  Recognise familiar spoken texts

  Elaborations

  • recognising common functions of speech, such as questions, statements, commands
  • recognising a small number of familiar texts used frequently in class, such as songs, rhymes, stories
  • listening to and reproducing the sequence of ideas in a short spoken story or recount
  • recognising familiar words in spoken texts

  VCEALL015 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL110

  Identify and produce phonemes in blends or clusters at the beginning and end of syllables

  Elaborations

  • identifying and repeating rhyming words using phoneme blends, for example ‘share’ and ‘chair’; ‘mind’ and ‘find’
  • identifying words or syllables that contain the same phonemes, for example ‘bump’, ‘camp’
  • blending two or three phonemes together to make syllables, for example ‘b-oo-k’, ‘sh-ee-t’

  VCEALL110 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL027

  Imitate pronunciation, stress and intonation patterns

  Elaborations

  • imitating and rehearsing pronunciation, stress and intonation patterns used by the teacher and peers, such as in stories, songs, rhymes
  • developing accurate pronunciation, stress and intonation for a small range of familiar and commonly used words and phrases, including personal language, classroom language, social formulas

  VCEALL027 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features