Search results

Result list

• 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

• VCELT252

  Develop criteria for establishing personal preferences for literature

  Elaborations

  • building a conscious understanding of preference regarding topics and genres of personal interest (for example humorous short stories, school and family stories, mysteries, fantasy and quest, series books)
  • selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of texts

  VCELT252 | Curriculum content | English | Level 3 | Reading and Viewing | Literature

• VCELT344

  Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse

  Elaborations

  • identifying how language choice and imagery build emotional connection and engagement with the story or theme
  • describing how a character’s experience expressed through a verse novel impacts on students personally, how the author controls the revelation of the experiences and how the verse story builds meaning to its climax when we understand the whole

  VCELT344 | Curriculum content | English | Level 6 | Reading and Viewing | Literature

• VCELT393

  Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts

  Elaborations

  • building knowledge, understanding and skills in relation to the history, culture, and literary heritage of Aboriginal and Torres Strait Islander peoples
  • identifying and explaining differences between points of view in texts, for example contrasting the city and the bush or different perspectives based on culture, gender or age

  VCELT393 | Curriculum content | English | Level 7 | Speaking and Listening | Literature

• 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

• VCELY069

  Listen to and respond to simple instructions

  Elaborations

  • attending to a familiar speaker, song or story
  • listening and responding to a simple closed question and indicating a choice, for example indicating which equipment is wanted, selecting a switch or image to request help or an object
  • making relevant responses such as nod of head to indicate understanding when communicating or listening to instructions

  VCELY069 | Curriculum content | English | Level B | Speaking and Listening | Literacy

• VCELY455

  Listen to spoken texts constructed for different purposes and analyse how language features in these texts position listeners to respond in particular ways, and consider the interaction skills used to present and discuss ideas, or to influence and engage audiences through persuasive language,...

  Elaborations

  • comparing and evaluating bias or stereotyping and presenting findings in discussions and presentations
  • identifying and commenting on omissions of information in different texts
  • exploring and identifying moral and ethical dimensions of an issue represented in different texts, and how these align or contradict with personal and others’ perspectives
  • understanding the role of intonation, pausing, combinations of clause and rhythm in spoken language and of punctuation

  VCELY455 | Curriculum content | English | Level 9 | Speaking and Listening | Literacy

• 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

• English | English as an Additional Language (EAL): Learning in English as an Additional Language

  The language modes and strands of the English as an Additional Language (EAL) curriculum are interrelated, and learning in one often supports and extends learning in the others. Each content description contains specific and discrete information identifying what teachers are expected to teach...

  Overview material | English as an Additional Language (EAL)

• English: Level A description

  In Level A, students begin to engage, participate and receive communication with known adults, teachers and peers. Opportunities are provided for students to explore English knowledge, understanding, skills and processes through everyday experiences, personal interests and significant events....

  Level description | English

• English: Level C description

  In Level C, students communicate with known adults, teachers and peers. Students learn about social rules of communication and experience different ways to convey information to others. Students are provided with experiences that engage, support and extend their learning, including the use of...

  Level description | English

• English: Level D description

  In the Level D, students communicate with known adults, teachers and peers. Students are provided with experiences that engage, support and extend their learning, including the use of pictorial representations or other marks to express and record their ideas. Students communicate by using short...

  Level description | English

• English: Level 6 description

  In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

  Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret...

  Level description | English

• English: Level 7 description

  In Levels 7 and 8, students communicate 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...

  Level description | English

• 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

• 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

• English: Level 10 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

• 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

• VCEALA090

  Adjust speech to suit the audience and purpose

  Elaborations

  • understanding the nature of social interactions with familiar people and in known settings
  • differentiating speech in a small range of situations, such as when giving a talk, speaking to a friend or adult, making an apology
  • speaking appropriately for the situation by modifying voice, body language and expression to match other speakers
  • asking about appropriate non-verbal behaviours in certain situations, for example ‘Should I give eye contact?’, ‘Is it OK to shake hands?’

  VCEALA090 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness