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• VCELA452

  Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing

  Elaborations

  • identifying some of the changes in the grammar of English over time, for example from thee and thou to you
  • exploring examples of ‘Globish’ English

  VCELA452 | Curriculum content | English | Level 9 | Speaking and Listening | Language

• VCELY441

  Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts

  Elaborations

  • comparing perspectives represented in texts from different times and places, including texts drawn from popular culture
  • identifying, comparing and creating relationships between texts (including novels, illustrated stories, social issue cartoons, documentaries, multimodal texts)
  • reflecting on the notion that all texts build on a body of prior texts in a culture
  • analysing and identifying how socio-cultural values, attitudes and beliefs are conveyed in texts, for example comparing and analysing perspectives about an Aboriginal and Torres Strait Islander issue reported in commercial media compared to public and Aboriginal and Torres Strait Islander media
  • analysing and interpreting assumptions about groups that have shaped or influenced representations of people, places, events and things and identifying how listeners and readers are positioned by these representations

  VCELY441 | Curriculum content | English | Level 9 | Reading and Viewing | Literacy

• VCELT435

  Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts

  Elaborations

  • exploring and reflecting on representations of values (for example love, freedom, integrity) in literature drawn from cultures and times different from their own
  • exploring and reflecting on personal understanding of the world and human experience, interpreted in literature drawn from cultures and times different from the students’ own
  • reviewing historical fiction or nonfiction written by and about the peoples of Asia
  • analysing literary texts created by and about Aboriginal and Torres Strait Islander peoples (including documentaries, picture books, print texts and other multimodal texts) and also texts including film produced by and about peoples of Asian background, and considering the different ways these texts represent people, places, things and issues

  VCELT435 | Curriculum content | English | Level 9 | Reading and Viewing | Literature

• VCELY450

  Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features

  Elaborations

  • checking for run on sentences, eliminating unnecessary detail or repetition, and providing clear introductory and concluding paragraphs

  VCELY450 | Curriculum content | English | Level 9 | Writing | Literacy

• English: Level 9 description

  In Levels 9 and 10, 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 familiar and unfamiliar contexts, including local community, vocational and global contexts.

  Students engage...

  Level description | English

• VCELT448

  Create literary texts, including hybrid texts, that innovate on aspects of other texts, including through the use of parody, allusion and appropriation

  Elaborations

  • creating a contemporary parody of an historical text to highlight changes in societal attitudes

  VCELT448 | Curriculum content | English | Level 9 | Writing | Literature

• VCELA453

  Understand that roles and relationships are developed and challenged through language and interpersonal skills

  Elaborations

  • identifying the various communities to which students belong and how language reinforces membership of these communities (the intimate language of family members, the jargon of teenage groups, the technicality of some online communities, the language specific to recreational groups, the interaction patterns of the classroom, the commonalities in migrant and cultural groups)

  VCELA453 | Curriculum content | English | Level 9 | Speaking and Listening | Language

• VCELA429

  Understand that authors innovate with text structures and language for specific purposes and effects

  Elaborations

  • experimenting with ways to present personal viewpoints through innovating with texts

  VCELA429 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCELA434

  Understand how spelling is used creatively in texts for particular effects

  Elaborations

  • identifying examples of spelling used to create characterisation and humour, and to represent accents and styles of speech

  VCELA434 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCELA428

  Investigate how evaluation can be expressed directly and indirectly using devices, including allusion, evocative vocabulary and metaphor

  Elaborations

  • comparing texts that use evaluative language in different ways – print advertisements, editorials, talkback radio and poetry – and identifying wordings that appraise things indirectly, through evocative language, similes and metaphors that direct the views of the readers in particular ways

  VCELA428 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCELY451

  Publishing texts using a range of software, including word processing programs, flexibly and imaginatively

  Elaborations

  • applying word processing functions, for example outlining, standard styles and indexing

  VCELY451 | Curriculum content | English | Level 9 | Writing | Literacy

• VCELA445

  Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes

  Elaborations

  • experimenting with the use of colons and semicolons in expositions and other extended writing to improve precision and clarity of expression
  • investigating instances of colons and semicolons in expository texts and discuss their uses in elaborating on and clarifying ideas in complex sentences

  VCELA445 | Curriculum content | English | Level 9 | Writing | Language

• VCELA446

  Understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of text

  Elaborations

  • exploring sections of academic and technical texts and analysing the use of abstract nouns to compact and distil information, structure argument and summarise preceding explanations

  VCELA446 | Curriculum content | English | Level 9 | Writing | Language

• VCELT437

  Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts

  Elaborations

  • establishing a wide reading list on a particular issue based on personal preference and establishing reasons for the inclusion of these texts

  VCELT437 | Curriculum content | English | Level 9 | Reading and Viewing | Literature

• VCELT440

  Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays

  Elaborations

  • identifying examples of language devices in a range of poems, ballads or poetic extracts, and considering how their use adds to meaning and may also influence the emotional responses of listeners or readers, in varying ways
  • exploring how language devices look or sound in written or spoken texts, how they can be identified, purposes they serve and what effect they might have on how the audience responds
  • taking a particular area of study, a topic or theme and examining how different authors make use of devices like myth, icons and imagery in their work

  VCELT440 | Curriculum content | English | Level 9 | Reading and Viewing | Literature

• VCELY449

  Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features

  Elaborations

  • presenting arguments that advance opinions, justify positions, and make judgments in order to persuade others about issues such the importance of maintaining balance in the biosphere
  • creating imaginative texts with main ideas developed through the interconnections of plot, settings, characters, the changing of chronological order, foreshadowing in written, spoken and digital texts
  • creating informative and argumentative texts with explanations, details and evidence
  • following the structure of an argument which has a series of sequenced and linked paragraphs, beginning with an outline of the stance to be taken, a series of supported points that develop a line of argument, and a conclusion which summarises the main line of argument

  VCELY449 | Curriculum content | English | Level 9 | Writing | Literacy

• English: Level 9 achievement standards - Speaking and Listening

  Students listen for ways texts position an audience. They understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate...

  Level description | English | Level 9 | Speaking and Listening

• English: Level 9 achievement standards - Writing

  Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts students demonstrate how manipulating language features and images...

  Level description | English | Level 9 | Writing

• VCELY443

  Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts

  Elaborations

  • evaluating techniques used to construct plot and create emotional responses, for example comparison, contrast, exaggeration, juxtaposition, the changing of chronological order, or the expansion and compression of time

  VCELY443 | Curriculum content | English | Level 9 | Reading and Viewing | Literacy

• VCELA431

  Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning

  Elaborations

  • investigating the use of symbols, for example the flag, the digger’s hat and the Southern Cross in images, films and picture books, and evaluating their contribution to viewers’ understanding of issues, for example national identity, recognising that visual and verbal symbols have different meanings for different groups

  VCELA431 | Curriculum content | English | Level 9 | Reading and Viewing | Language