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• 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 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

• VCELT150

  Identify some features of texts including events and characters and retell events from a text

  Elaborations

  • identifying some features of culture related to characters and events in literary texts, for example dress, food and daily routines
  • listening, responding to and joining in with rhymes, poems, chants and songs

  VCELT150 | Curriculum content | English | Foundation Level | Reading and Viewing | Literature

• VCELT264

  Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features

  Elaborations

  • drawing on literary texts read, viewed and listened to for inspiration and ideas, appropriating language to create mood and characterisation
  • innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel

  VCELT264 | Curriculum content | English | Level 3 | Writing | Literature

• 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

• VCELT030

  Respond to images, sounds or actions within a multimodal text

  Elaborations

  • experiencing literature of various types and modes
  • experiencing the response of others to a variety of literary texts
  • reacting to images from various sources
  • reacting to texts that depict familiar events, people or characters

  VCELT030 | Curriculum content | English | Level A | Speaking and Listening | Literature

• VCELY411

  Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts

  Elaborations

  • identifying the meaning of a wide range of words, including technical and literary language in various contexts
  • using print and digital/online thesauruses and dictionaries of synonyms, antonyms and homonyms and subject-specific dictionaries

  VCELY411 | Curriculum content | English | Level 8 | Reading and Viewing | Literacy

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 description

  The Level A2 curriculum supports students to expand their repertoire of spoken and written English. Students explore communication in predictable social situations. Students learn to identify key points in familiar topics and to develop their capacity to use images as cues to decode meaning.

  St...

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

• English: Level 2 description

  In Level 2, students communicate with peers, teachers, students from other classes, and community members.

  Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as...

  Level description | English

• VCEALA434

  Read for information or recreation in or out of the classroom

  Elaborations

  • selecting and borrowing library books of personal interest
  • accessing books or other texts in home language on class topics
  • engaging with a diverse range of texts and identifying social, cultural and literary references, for example identifying how people in a news story are portrayed as victim, perpetrator or hero

  VCEALA434 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCELT192

  Recreate texts imaginatively using drawing, writing, performance and digital forms of communication

  Elaborations

  • creating visual representations of literary texts from Aboriginal, Torres Strait Islander or Asian cultures
  • writing character descriptions drawn from illustrations in stories
  • retelling key events in stories using oral language, arts, digital technologies and performance media

  VCELT192 | Curriculum content | English | Level 1 | Writing | 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

• 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: Rationale and Aims

  Rationale

  The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate and build relationships...

  Overview material | English

• English: Level 3 description

  In Levels 3 and 4, students communicate with peers and teachers from other classes and schools 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 and interpret spoken, written and multimodal texts in which...

  Level description | English

• English: Level 4 description

  In Levels 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

  Students engage with...

  Level description | English

• English: Level 5 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 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

• VCELA339

  Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects

  Elaborations

  • exploring a range of everyday, community, literary and informative texts discussing elements of text structure and language features and comparing the overall structure and effect of authors’ choices in two or more texts
  • examining different works by an author who specialises in humour or pathos to identify strategies such as exaggeration and character embarrassment to amuse and to offer insights into characters’ feelings, so building empathy with their points of view and concern for their welfare

  VCELA339 | Curriculum content | English | Level 6 | Reading and Viewing | Language