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• VCELT454

  Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context

  Elaborations

  • reflecting on and discussing responses to literature including plot events, setting details, characterisation, themes, structure and language devices used to achieve particular effects, and collaboratively formulating a list of factors that characterise merit
  • discussing, debating and evaluating the cinematic qualities and success of a film or new versions of a film
  • exploring the ways that context has shaped the representation of particular cultures, such as through the analysis of differing viewpoints in texts about different cultures or by comparing the ways texts from different periods reveal differences in viewpoints (for example differences in the portrayal of migrants in traditional and more contemporary literature)

  VCELT454 | Curriculum content | English | Level 9 | Speaking and Listening | Literature

• 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)

• VCELA293

  Incorporate new vocabulary from a range of sources, including vocabulary encountered in research, into own texts

  Elaborations

  • building etymological knowledge about word origins (for example 'thermometer') and building vocabulary from research about technical and subject specific topics

  VCELA293 | Curriculum content | English | Level 4 | Writing | Language

• English: Level C achievement standards - Speaking and Listening

  Students listen to and interact with others. They use particular greetings to acknowledge people, respond with ‘yes’, ‘no’ or single words to indicate understanding and use a few words and simple phrases. They can share their favourite items or experience with a small group...

  Level description | English | Level C | Speaking and Listening

• English: Level C achievement standards - Writing

  When writing, students add writing such as scribble to label or comment on drawings, and imitate writing words and sentences. They express and record their wants and needs through a word, a picture or symbol selection. They demonstrate fine motor grasp and manipulating skills such as moving, picking...

  Level description | English | Level C | Writing

• English: Level 8 achievement standards - Speaking and Listening

  Students listen for and identify different emphases in texts, using that understanding to elaborate upon discussions. They understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence...

  Level description | English | Level 8 | Speaking and Listening

• English: Level 7 achievement standards - Speaking and Listening

  Students listen for and explain different perspectives in texts. They understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create...

  Level description | English | Level 7 | Speaking and Listening

• English: Level 7 achievement standards - Writing

  Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features, text structures, and...

  Level description | English | Level 7 | Writing

• English | English as an Additional Language (EAL): Rationale and Aims

  Rationale

  The English as an Additional Language (EAL) curriculum is central to the learning and development of all young Australians for whom English is not their home language. Through learning EAL, students build their capacity to communicate confidently and effectively. This learning also...

  Overview material | English as an Additional Language (EAL)

• VCEALC546

  Communicate needs in common social and school routines

  Elaborations

  • asking questions and following instructions to meet personal needs, such as where to find resources or what colour pen to use
  • understanding common words for social and school purposes, such as ‘I would like …’, ‘I need some help’

  VCEALC546 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCELA096

  Recognise different ways to communicate needs, likes and dislikes

  Elaborations

  • expressing needs, wants and feelings through language and communication
  • making requests through the use of words, photographs, pictures or alternative and augmentative communication

  VCELA096 | Curriculum content | English | Level C | Speaking and Listening | Language

• VCELY366

  Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions, and use interaction skills, varying conventions of spoken interactions according to group size, formality of interaction...

  Elaborations

  • using strategies, for example pausing, questioning, rephrasing, repeating, summarising, reviewing and asking clarifying questions
  • exploring personal reasons for acceptance or rejection of opinions offered and linking the reasons to the way our cultural experiences can affect our responses
  • recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information

  VCELY366 | Curriculum content | English | Level 6 | Speaking and Listening | Literacy

• English: Level 5 achievement standards - Reading and Viewing

  By the end of Level 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts...

  Level description | English | Level 5 | Reading and Viewing

• English: Level 7 achievement standards - Reading and Viewing

  By the end of Level 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. They explain issues and ideas...

  Level description | English | Level 7 | Reading and Viewing

• English: Level 8 achievement standards - Reading and Viewing

  By the end of Level 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. They explain how language features, images and vocabulary are used to represent different ideas and issues in...

  Level description | English | Level 8 | Reading and Viewing

• English: Level 9 achievement standards - Reading and Viewing

  By the end of Level 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors. They evaluate and integrate ideas and information from texts to form their...

  Level description | English | Level 9 | Reading and Viewing

• VCELY319

  Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources

  Elaborations

  • using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources and summarising information from several sources

  VCELY319 | Curriculum content | English | Level 5 | Reading and Viewing | Literacy

• VCELY286

  Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts

  Elaborations

  • viewing documentaries and news footage from different periods, comparing the style of presentation, including costumes and iconography with contemporary texts on similar topics and tracking changing views on issues, for example war, race, gender

  VCELY286 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCELA038

  Know that an object has a name

  Elaborations

  • pointing towards or naming an object to communicate a choice
  • recognising that single words, signs or switches can communicate a need

  VCELA038 | Curriculum content | English | Level B | Reading and Viewing | Language

• VCEALA382

  Draft a piece of writing focusing on meaning, and revise after rereading or discussion

  Elaborations

  • drafting based on a plan showing text organisation and sequence of ideas
  • reading aloud to self or partner to check meaning and comprehensibility
  • adding or deleting ideas, and correcting simple errors in spelling and punctuation after rereading or discussion with peers or teacher

  VCEALA382 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness