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• VCELT115

  Identify the characters, events and setting in a literary text

  Elaborations

  • recognising a familiar setting or event in a known text
  • recognising similar objects and events across texts
  • discussing setting and characters within the text

  VCELT115 | Curriculum content | English | Level D | Reading and Viewing | Literature

• 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

• 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

• 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

• 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

• VCELT010

  Experience texts with different features, events and characters and respond to different literary texts

  Elaborations

  • experiencing to multimodal texts and experiences
  • exploring and listening to texts with various themes, features and characters
  • reacting to some elements within a multimodal text, such as sound, texture, images, actions, music, character

  VCELT010 | Curriculum content | English | Level A | 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

• VCELT265

  Create texts that adapt language features and patterns encountered in literary texts

  Elaborations

  • creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text
  • creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world

  VCELT265 | Curriculum content | English | Level 3 | Writing | 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

• VCELT283

  Describe the effects of ideas, text structures and language features of literary texts

  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
  • sharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’)

  VCELT283 | Curriculum content | English | Level 4 | Reading and Viewing | Literature

• VCELT306

  Discuss literary experiences with others, sharing responses and expressing a point of view

  Elaborations

  • sharing and discussing own and others’ understanding of the effects of particular literary techniques on their appreciation of texts
  • drawing comparisons between multiple texts and students’ own experiences. Commenting orally, in written form and in digital reviews on aspects such as: 'Do I recognise this in my own world?'; 'How is this text similar to or different from other texts I’ve read?'; 'How common is it to human experience in the real world?'; 'What new ideas does it bring?'; ’How do they fit with what I believe?'

  VCELT306 | Curriculum content | English | Level 4 | Speaking and Listening | Literature

• VCELT327

  Create literary texts that experiment with structures, ideas and stylistic features of selected authors

  Elaborations

  • drawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal conventions in digital and screen texts - in order to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts

  VCELT327 | Curriculum content | English | Level 5 | Writing | Literature

• VCELT355

  Experiment with text structures and language features and their effects in creating literary texts

  Elaborations

  • selecting and using sensory language to convey a vivid picture of places, feelings and events in a semi-structured verse form

  VCELT355 | Curriculum content | English | Level 6 | Writing | Literature

• VCELT386

  Create literary texts that adapt stylistic features encountered in other texts

  Elaborations

  • using aspects of texts in imaginative recreations such as re-situating a character from a text in a new situation
  • imagining a character’s life events (for example misadventures organised retrospectively to be presented as a series of flashbacks in scripted monologue supported by single images), making a sequel or prequel or rewriting an ending
  • creating chapters for an autobiography, short story or diary

  VCELT386 | Curriculum content | English | Level 7 | Writing | Literature

• VCELT385

  Experiment with text structures and language features and their effects in creating literary texts

  Elaborations

  • experimenting with different narrative structures such as the epistolary form, flashback, multiple perspectives
  • transforming familiar print narratives into short video or film narratives, drawing on knowledge of the type of text and possible adaptations necessary to a new mode
  • drawing on literature and life experiences to create a poem, for example ballad, series of haiku

  VCELT385 | Curriculum content | English | Level 7 | Writing | Literature

• VCELT447

  Experiment with the ways that language features, image and sound can be adapted in literary texts

  Elaborations

  • making language choices and choosing particular language devices to achieve intended effects, for example building in a surprise or twist in the ending of a short story or final scene of a film
  • taking an existing short story, poem, play or speech in print form and creating a short visual text which is accompanied by a sound track containing music and sound effects, and which is intended to amuse audiences who are familiar with the original text
  • creating written interpretations of traditional and contemporary literature which employs devices like metaphor, symbol, allegory and myth, and evaluating the contribution of these devices to the interpretation of the text
  • creating written interpretations of traditional and contemporary poetry (for example sonnets and contemporary song lyrics) focusing on their use of symbol, myth, icons and imagery

  VCELT447 | Curriculum content | English | Level 9 | Writing | Literature

• VCELT054

  Select an image and illustration to represent a familiar literary text or recent event

  Elaborations

  • identifying a significant image or character from a familiar text

  VCELT054 | Curriculum content | English | Level B | Writing | Literature

• VCELT009

  Experience and respond to different types of literary texts in various modes

  Elaborations

  • experiencing some characteristics and features of text and related communication
  • listening to and experiencing different literary texts
  • reacting to elements of multimodal text, for example, music, image, texture

  VCELT009 | Curriculum content | English | Level A | Reading and Viewing | 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

• VCELT019

  Encounter literature being created for various reasons and purposes and react to the retelling of a literary text

  Elaborations

  • experiencing literature being created about them and their context, for example social stories
  • reacting to digital and interactive retelling of various text
  • responding to multimodal text based on personally experienced events

  VCELT019 | Curriculum content | English | Level A | Writing | Literature