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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

• English | English: Learning in English

  Students develop knowledge, understanding and skills across the strands of Language, Literature and Literacy. Each strand contributes its own distinctive goals, body of knowledge, history of ideas and interests to the study of English. 

  Learning about and using language

  In the Language...

  Overview material | English

• English | English: Structure

  The English curriculum is organised by language modes and strands.

  Language Modes

  The language modes are interrelated and the learning in one often supports and extends learning of the others. Each content description has been placed in the mode which is the major focus of its learning.

  Classroom...

  Overview material | English

• VCEALA412

  Use home language resources to develop English

  Elaborations

  • collaborating with home language peers to clarify new vocabulary and ideas, and formulate home language terms and definitions
  • referring to home language or bilingual texts such as glossaries, dictionaries or online translation tools for explanation and clarification of new vocabulary and information
  • recording words and information in personal dictionaries or notes, using a combination of English and home language to indicate meaning, pronunciation and usage

  VCEALA412 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA096

  Ask for translation of specific words from other home language speakers

  Elaborations

  • formulating questions in English and home language to clarify classroom instructions or new ideas and vocabulary
  • drawing on a range of shared languages to negotiate meaning and clarify information
  • understanding responses from peers that combine function words and topic words in home language and English
  • recording translations of new words in personal vocabulary lists, including words and definitions in English and home language

  VCEALA096 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA249

  Use appropriate non-verbal communication to sustain interaction with others

  Elaborations

  • using appropriate non-verbal communication to support meaning, such as eye contact, facial expression, gesture, posture
  • using strategies to assess engagement and understanding of listeners, including checking for attentive posture or confused facial expressions
  • asking teacher or peers about appropriate behaviour in certain situations, for example ‘Should I give eye contact?’, ‘Is it OK to shake hands?’

  VCEALA249 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA746

  Use home language resources to develop English

  Elaborations

  • collaborating with same language peers to clarify new vocabulary and ideas, and formulate home language terms and definitions
  • referring to home language or bilingual glossaries, dictionaries, thesauruses or online translation tools for explanation and clarification of new vocabulary and information
  • recording words and information in personal dictionaries or notes, using a combination of English and home language to indicate meaning, pronunciation and usage

  VCEALA746 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA091

  Initiate and maintain simple conversations with others

  Elaborations

  • understanding and responding to simple English expressions related to personal or familiar topics, for example answering simple questions by giving basic information about self
  • borrowing words from questions asked, for example ‘What is your hobby?’, ‘My hobby is …’
  • negotiating meaning through use of gestures, modified speech, simple questions and clarifications
  • initiating exchanges in social and learning context, for example by asking a question

  VCEALA091 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA067

  Use some home language words and words copied from various sources

  Elaborations

  • copying words from classroom resources such as labels, signs, word lists
  • writing in home language script or transliterating the sound of a home language word in English letters when the English word is unknown
  • asking home language peers or the teacher for the English translation and spelling of a home language word
  • explaining the meaning of a home language word when asked, for example by pointing, drawing, using known language

  VCEALA067 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALL129

  Recognise a small range of familiar words in different contexts

  Elaborations

  • using previous knowledge to read familiar words and phrases in unfamiliar texts, such as words from a high-frequency word list, and sentence starters such as ‘Once upon a time …’, ‘Today is …’
  • recognising familiar words and collocations, such as ‘the big bad wolf’, in different contexts
  • recognising some common prefixes and suffixes, such as ‘un–’ and ‘–er’, and how they change the meaning of words

  VCEALL129 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL108

  Use words learnt from a range of classroom and social contexts

  Elaborations

  • using a range of words related to familiar topics, such as words related to family, school, colours, numbers, days, months
  • using words from lexical sets related to topics of conversation, such as words for favourite foods or pastimes
  • using words learnt from print texts, such as by asking what a word means, for example ‘I don’t understand. What’s “fete”?’

  VCEALL108 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL752

  Use extended topic-related verb groups

  Elaborations

  • choosing from a wide range of action, saying, sensing and relating verbs to express precise meaning, for example ‘construct’, ‘produce’, ‘appreciate’, ‘prefer’
  • using extended verb groups, for example ‘about to start packing up’, ‘would not want to be noticed’
  • expressing more complex verbs using elaborated tenses, for example ‘hadn’t noticed’, ‘we’re getting hungry’
  • expressing modality through words such as ‘may’ and ‘might’

  VCEALL752 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL026

  Recognise and use words from lexical sets related to immediate communicative need, interest or experience

  Elaborations

  • use common words related to immediate needs, such as colours, numbers, days, family- and school-specific word sets
  • using a single word for a variety of purposes, for example using ‘book’ to mean ‘This is my book’, ‘Where is her book?’, ‘I’d like to borrow that book’
  • referring to classroom charts and personal vocabulary lists to identify, clarify and rehearse words
  • using a range of strategies to learn new words and phrases, such as private rehearsal, personal vocabulary lists, use in own speech and writing

  VCEALL026 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCELA178

  Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances

  Elaborations

  • knowing that, in terms of meaning, a basic sentence or clause represents: a happening or a state (verb), who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase)
  • understanding that a simple sentence expresses a single idea, represented grammatically by a single independent clause (for example 'A kangaroo is a mammal. A mammal suckles its young')

  VCELA178 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCELA262

  Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense

  Elaborations

  • identifying different types of verbs and the way they add meaning to a sentence
  • exploring action and saying verbs in narrative texts to show how they give information about what characters do and say
  • exploring the use of sensing verbs and how they allow readers to know what characters think and feel
  • exploring the use of relating verbs in constructing definitions and descriptions
  • learning how time is represented through the tense of a verb and other structural, language and visual features

  VCELA262 | Curriculum content | English | Level 3 | Writing | Language

• VCELA059

  Use sounds, gestures, images and facial expressions to communicate

  Elaborations

  • responding to their name and the names of familiar people
  • responding consistently to familiar contexts including people, places and objects
  • showing an understanding that sound and action convey meaning
  • contributing to small group discussions by sharing a favourite toy
  • gaining and directing attention, such as turning attention toward the person who is communicating
  • recognising some of the sounds, gestures and facial features of familiar people and contexts
  • reproducing part of a short message by pointing and/or using objects or pictures

  VCELA059 | Curriculum content | English | Level B | Speaking and Listening | Language

• 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

• VCELY231

  Reread and edit text for spelling, sentence-boundary punctuation and text structure

  Elaborations

  • reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text
  • checking spelling using a dictionary
  • checking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks
  • making significant changes to their texts using a word processing program ( for example add, delete or move sentences)

  VCELY231 | Curriculum content | English | Level 2 | Writing | Literacy

• 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

• VCELY153

  Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

  Elaborations

  • talking about the meanings in texts listened to, viewed and read
  • visualising elements in a text (for example drawing an event or character from a text read aloud)
  • providing a simple, correctly-sequenced retelling of narrative texts
  • relating one or two key facts from informative texts
  • finding a key word in a text to answer a literal question
  • making links between events in a text and students’ own experiences
  • making an inference about a character's feelings
  • discussing and sequencing events in stories
  • drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical

  VCELY153 | Curriculum content | English | Foundation Level | Reading and Viewing | Literacy