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• VCELA212

  Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose

  Elaborations

  • identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and images
  • becoming familiar with the typical stages of text types, for example simple narratives, instructions and expositions

  VCELA212 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELT356

  Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways

  Elaborations

  • creating narratives in written, spoken or multimodal/digital format for more than one specified audience, requiring adaptation of narrative elements and language features
  • planning and creating texts that entertain, inform, inspire and/or emotionally engage familiar and less-familiar audiences

  VCELT356 | Curriculum content | English | Level 6 | Writing | Literature

• VCELT477

  Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience

  Elaborations

  • creating a range of own spoken, written or multimodal texts, experimenting with and manipulating language devices for particular audiences, purposes and contexts
  • using humour and drama as devices to entertain, inform and persuade listeners, viewers and readers

  VCELT477 | Curriculum content | English | Level 10 | Writing | Literature

• VCEALL442

  Understand and use the appropriate metalanguage to talk about the structures and features of a text

  Elaborations

  • labelling parts of a text, such as ‘chapter’, ‘index’, ‘orientation’
  • locating features that help to structure a text, for example highlighting and labelling pronouns or conjunctions

  VCEALL442 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCELT385

  Experiment with text structures and language features and their effects in creating literary texts

  Elaborations

  • experimenting with different narrative structures such as the epistolary form, flashback, multiple perspectives
  • transforming familiar print narratives into short video or film narratives, drawing on knowledge of the type of text and possible adaptations necessary to a new mode
  • drawing on literature and life experiences to create a poem, for example ballad, series of haiku

  VCELT385 | Curriculum content | English | Level 7 | Writing | Literature

• VCELT265

  Create texts that adapt language features and patterns encountered in literary texts

  Elaborations

  • creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text
  • creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world

  VCELT265 | Curriculum content | English | Level 3 | Writing | Literature

• VCELT386

  Create literary texts that adapt stylistic features encountered in other texts

  Elaborations

  • using aspects of texts in imaginative recreations such as re-situating a character from a text in a new situation
  • imagining a character’s life events (for example misadventures organised retrospectively to be presented as a series of flashbacks in scripted monologue supported by single images), making a sequel or prequel or rewriting an ending
  • creating chapters for an autobiography, short story or diary

  VCELT386 | Curriculum content | English | Level 7 | Writing | Literature

• VCELT447

  Experiment with the ways that language features, image and sound can be adapted in literary texts

  Elaborations

  • making language choices and choosing particular language devices to achieve intended effects, for example building in a surprise or twist in the ending of a short story or final scene of a film
  • taking an existing short story, poem, play or speech in print form and creating a short visual text which is accompanied by a sound track containing music and sound effects, and which is intended to amuse audiences who are familiar with the original text
  • creating written interpretations of traditional and contemporary literature which employs devices like metaphor, symbol, allegory and myth, and evaluating the contribution of these devices to the interpretation of the text
  • creating written interpretations of traditional and contemporary poetry (for example sonnets and contemporary song lyrics) focusing on their use of symbol, myth, icons and imagery

  VCELT447 | Curriculum content | English | Level 9 | Writing | Literature

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B3 achievement standards - Reading and Viewing

  At Level B3 students read for a range of purposes and identify main ideas and specific information in classroom texts. These texts may be print or digital, including visual, multimodal and interactive.

  Students demonstrate understanding of the main storyline and most key information when...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B3 | Reading and Viewing

• VCELT283

  Describe the effects of ideas, text structures and language features of literary texts

  Elaborations

  • examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her
  • sharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’)

  VCELT283 | Curriculum content | English | Level 4 | Reading and Viewing | Literature

• VCELA216

  Understand that nouns represent people, places, things and ideas and include common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives

  Elaborations

  • exploring texts and identifying nouns that refer to characters, elements of the setting, and ideas
  • exploring illustrations and noun groups/phrases in picture books to identify how the participants have been represented by an illustrator
  • exploring names of people and places and how to write them using capital letters
  • building extended noun groups/phrases that provide a clear description of an item

  VCELA216 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELA458

  Compare the purposes, text structures and language features of traditional and contemporary texts in different media

  Elaborations

  • reproducing and adapting existing print texts for an online environment and explaining the reasons for the adaptations (for example accounting for the navigation and use of hyperlinks as structuring principles in hypertext narratives)
  • investigating the structure and language of similar text types like information reports and narratives and how these are influenced by different technological affordances (for example hyperlinks as structuring principles in hypertext narratives versus linear text sequencing principles in print narratives)

  VCELA458 | Curriculum content | English | Level 10 | Reading and Viewing | Language

• English | English as an Additional Language (EAL): Structure

  The English as an Additional Language (EAL) curriculum is organised by pathways, language modes and strands.

  Pathways

  The EAL curriculum is a continuum structured as three EAL pathways (A, B, C). Each pathway describes a different stage of English-language learning (early, mid and late), and...

  Overview material | English as an Additional Language (EAL)

• VCELY046

  Attend to texts that have a variety of contexts

  Elaborations

  • comparing and identifying things that are the ‘same’ and ‘different’ within texts
  • exploring texts with the same theme to identify things that are the ‘same’ and ‘different’

  VCELY046 | Curriculum content | English | Level B | Reading and Viewing | Literacy

• VCELY330

  Reread and edit own and others’ work using agreed criteria for text structures and language features

  Elaborations

  • editing for flow and sense, organisation of ideas and choice of language, revising and trying new approaches if an element is not having the desired impact

  VCELY330 | Curriculum content | English | Level 5 | Writing | Literacy

• VCELT314

  Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences

  Elaborations

  • orally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising that one's view may not be shared by others and that others have equal claims to divergent views

  VCELT314 | Curriculum content | English | Level 5 | Reading and Viewing | Literature

• 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

• VCELY257

  Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

  Elaborations

  • making connections between the text and own experience and other texts
  • making connections between the information in print and images
  • making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
  • using text features and search tools to locate information in written and digital texts efficiently
  • determining important ideas, events or details in texts, commenting on things learned or questions raised by reading, referring explicitly to the text for verification
  • making considered inferences taking into account topic knowledge or a character’s likely actions and feelings

  VCELY257 | Curriculum content | English | Level 3 | Reading and Viewing | Literacy

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B3 description

  The Level B3 curriculum provides opportunities to enhance students’ knowledge, understanding and skills in relation to their spoken English. Students learn to respond to and use English appropriately in a wide range of contexts. The curriculum focuses on pronunciation, stress and intonation in...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• VCEALL769

  Demonstrate awareness of the role of the structures and features in a range of texts

  Elaborations

  • comparing and explaining the functions of features of texts, for example an informative text and a persuasive text on the same topic
  • transforming texts from one type to another, using the appropriate features, for example transforming an interview transcript into a report

  VCEALL769 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features