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• VCELA224

  Understand how texts are made cohesive by the use of resources, including word associations, synonyms, and antonyms

  Elaborations

  • exploring how texts develop their themes and ideas, building information by connecting similar and contrasting dissimilar things
  • mapping examples of word associations in texts, for example words that refer to the main character

  VCELA224 | Curriculum content | English | Level 2 | Writing | Language

• VCELA226

  Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words

  Elaborations

  • drawing on knowledge of high-frequency sight words
  • drawing on knowledge of sound–letter relationships (for example breaking words into syllables and phonemes)
  • using known words in writing and spelling unknown words using developing visual, graphophonic and morphemic knowledge

  VCELA226 | Curriculum content | English | Level 2 | Writing | Language

• VCELA216

  Understand that nouns represent people, places, things and ideas and include common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives

  Elaborations

  • exploring texts and identifying nouns that refer to characters, elements of the setting, and ideas
  • exploring illustrations and noun groups/phrases in picture books to identify how the participants have been represented by an illustrator
  • exploring names of people and places and how to write them using capital letters
  • building extended noun groups/phrases that provide a clear description of an item

  VCELA216 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELA218

  Recognise most letter–sound matches including silent letters, trigraphs, vowel digraphs and common long vowels, and understand that a sound can be represented by various letter combinations

  Elaborations

  • recognising when some letters are silent, for example knife, listen, castle, and providing the sound for less common sound-letter matches, for example ‘tion’

  VCELA218 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• English: Level 2 description

  In Level 2, students communicate with peers, teachers, students from other classes, and community members.

  Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as...

  Level description | English

• VCELT219

  Discuss the characters and settings of different texts and explore how language is used to present these features in different ways

  Elaborations

  • describing features of text settings including time, colours used to portray year, season, and place (country or city) and how this impacts on the characters
  • describing plots including beginnings (orientation), how the problem (complication) is introduced and solved (resolution), and considering how these features construct meanings
  • identifying features of imaginary or fantasy texts, for example magic powers, shifts in time
  • investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language used
  • comparing two or more versions of the same story by different authors or from different cultures, describing similarities and differences in authors’ points of view

  VCELT219 | Curriculum content | English | Level 2 | Reading and Viewing | Literature

• VCELA213

  Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams

  Elaborations

  • recognising how chapters and table of contents, alphabetical order of index and glossary operate to guide access to information
  • learning about features of screen texts including menu buttons, drop down menus, links and live connections

  VCELA213 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELA239

  Identify all Standard Australian English phonemes, including short and long vowels, separate sounds in clusters

  Elaborations

  • listening for and recognising different sounds in words during shared reading and read alouds including short vowels ('a' as in can), long vowels ('o' as in pony) and separate sounds in letter clusters ('s-t-r' in strap)

  VCELA239 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCELY233

  Construct texts featuring print, visual and audio elements using software, including word processing programs

  Elaborations

  • experimenting with and combining elements of software programs to create texts

  VCELY233 | Curriculum content | English | Level 2 | Writing | Literacy

• VCELA237

  Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose

  Elaborations

  • interpreting new terminology drawing on prior knowledge, analogies and connections with known words

  VCELA237 | Curriculum content | English | Level 2 | Writing | Language

• VCELA212

  Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose

  Elaborations

  • identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and images
  • becoming familiar with the typical stages of text types, for example simple narratives, instructions and expositions

  VCELA212 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELA235

  Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context

  Elaborations

  • exploring how terms of address are used to signal different kinds of relationships
  • exploring the differences between the language used when giving a presentation and when talking to friends
  • exploring culturally specific greetings and expressions of politeness

  VCELA235 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCELA234

  Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background

  Elaborations

  • identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia, and associating those features with particular communities
  • recognising some phrases in the languages of the class and community, for example greetings and expressions of politeness

  VCELA234 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCELA214

  Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction

  Elaborations

  • learning how to express ideas using compound sentences
  • learning how to join simple sentences with conjunctions, for example ‘and’, ‘but’ or ‘so’, to construct compound sentences

  VCELA214 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELY221

  Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self-correcting

  Elaborations

  • using prior and learned knowledge and vocabulary to make and confirm predictions when reading text
  • using grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative texts
  • using knowledge of sound–letter relationships and high-frequency sight words when decoding text
  • monitoring own reading and self-correcting when reading does not make sense, using illustrations, context, phonics, grammar knowledge and prior and learned topic knowledge
  • using grammar and meaning to read aloud with fluency and intonation

  VCELY221 | Curriculum content | English | Level 2 | Reading and Viewing | Literacy

• VCELY244

  Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions through initiating topics, making positive statements, and voicing disagreement in an appropriate manner

  Elaborations

  • using spoken language for problem solving, and exploring ideas and concepts
  • listening for specific information and providing two or more key facts from an informative text spoken or read aloud
  • listening to, remembering and responding to detailed instructions

  VCELY244 | Curriculum content | English | Level 2 | Speaking and Listening | Literacy

• VCELA236

  Identify language that can be used for appreciating texts and the qualities of people and things

  Elaborations

  • exploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example ‘happy’, ‘joyful’, ‘pleased’, ‘contented’
  • exploring in stories, everyday and media texts moral and social dilemmas; such as right and wrong, fairness/unfairness, inclusion and exclusion; learning to use language to describe actions and consider consequences
  • exploring how language is used to construct characters and settings in narratives, including choice of nouns such as ‘girl’, ‘princess’ or ‘orphan’, and choice of adjectives such as ‘gentle’, ‘timid’ or ‘frightened’

  VCELA236 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCELY245

  Rehearse and deliver short presentations on familiar and new topics, speaking clearly and varying tone, volume and pace appropriately, and using supportive props

  Elaborations

  • adjusting presentation for different audiences
  • preparing and giving oral presentations, including reports of group discussions, using more formal speech and specific vocabulary about content area topics
  • listening and responding to presentations, including those using multimedia, on familiar and learned topics, recording key information, and connecting new and existing knowledge about a topic

  VCELY245 | Curriculum content | English | Level 2 | Speaking and Listening | Literacy

• VCELY230

  Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

  Elaborations

  • learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
  • sequencing content according to text structure
  • using appropriate simple and compound sentence to express and combine ideas
  • using vocabulary, including technical vocabulary, appropriate to text type and purpose

  VCELY230 | Curriculum content | English | Level 2 | Writing | Literacy

• VCELT241

  Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences

  Elaborations

  • describing features of texts from different cultures including recurring language patterns, style of illustrations, elements of humour or drama, and identifying the features which give rise to their personal preferences
  • connecting the feelings and behaviours of animals in anthropomorphic stories with human emotions and relationships
  • drawing, writing and using digital technologies to capture and communicate favourite characters and events

  VCELT241 | Curriculum content | English | Level 2 | Speaking and Listening | Literature