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• 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

• VCELA417

  Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations

  Elaborations

  • understanding the different ways complex words are constructed and, when spelling these words, drawing on morphemic knowledge and knowledge of unusual letter combinations

  VCELA417 | Curriculum content | English | Level 8 | Writing | Language

• VCELA415

  Understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts

  Elaborations

  • creating dialogue in drama showing interruptions, asides and pauses for effect

  VCELA415 | Curriculum content | English | Level 8 | Writing | Language

• VCELY421

  Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of own texts

  Elaborations

  • experimenting with text structures and language features, for example paragraph order and content, language choices or mode of delivery, to refine and clarify ideas and to improve text effectiveness
  • combining verbal, visual and sound elements in imaginative multimodal texts
  • ordering paragraphs to best support and sustain an argument and to organise and convey information clearly

  VCELY421 | 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

• VCELY411

  Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts

  Elaborations

  • identifying the meaning of a wide range of words, including technical and literary language in various contexts
  • using print and digital/online thesauruses and dictionaries of synonyms, antonyms and homonyms and subject-specific dictionaries

  VCELY411 | Curriculum content | English | Level 8 | Reading and Viewing | Literacy

• VCELT407

  Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities

  Elaborations

  • exploring how some writers use terse and relatively simple language choices while others use more elaborate and complex syntax
  • examining the language patterns, including sentence patterns, in a range of short texts and discussing the effect on readers’ interpretation of these choices
  • writing or speaking about a literary text and outlining the impact of the text on a listener, viewer or reader, for example in a journal in which students reflect on their personal responses and on how language and structural features in the text contribute to its impact
  • discussing, debating and assessing remakes of literary texts and their effectiveness and purpose
  • discussing, debating and assessing book or film series, sequels, prequels, fan fiction sites, tie-in publications or merchandise

  VCELT407 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• English: Level 8 description

  In Levels 7 and 8, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and...

  Level description | English

• VCELA416

  Understand the effect of nominalisation in the writing of informative and persuasive texts

  Elaborations

  • analysing formal and persuasive texts to identify and explain language choices such as nominalisation

  VCELA416 | Curriculum content | English | Level 8 | Writing | Language

• VCELT419

  Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects

  Elaborations

  • creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style
  • combining visual and digital elements to create layers of meaning for serious and humorous purposes

  VCELT419 | Curriculum content | English | Level 8 | Writing | Literature

• VCELA398

  Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication

  Elaborations

  • discussing how particular perspectives of the same event are portrayed through the combination of images and words in various media texts

  VCELA398 | Curriculum content | English | Level 8 | Reading and Viewing | Language

• 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

• 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

• 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

• 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

• VCELA414

  Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives

  Elaborations

  • interpreting complex sentence structures through reading aloud literary texts such as sonnets or plays
  • using cohesive devices when writing complex texts

  VCELA414 | Curriculum content | English | Level 8 | Writing | Language

• VCELA399

  Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims

  Elaborations

  • writing paragraphs of extended length that explain and substantiate a particular personal viewpoint

  VCELA399 | Curriculum content | English | Level 8 | Reading and Viewing | Language

• VCELA397

  Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody

  Elaborations

  • identifying and evaluating examples of how rhetorical devices reveal the dark or serious aspects of a topic in ways that cause laughter or amusement, for example by making a statement but implying/meaning the opposite (irony); exaggerating or overstating something (hyperbole); imitating or sending up something (parody), and making something appear less serious than it really is (understatement)

  VCELA397 | Curriculum content | English | Level 8 | Reading and Viewing | Language

• 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

• VCELT418

  Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts

  Elaborations

  • creating and performing scripts for short plays that make use of the affordances of visual, verbal and additional modes (for example music) to create atmosphere, to deepen interpretation of verbal meaning and to enhance the drama of a performance

  VCELT418 | Curriculum content | English | Level 8 | Writing | Literature