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• VCELA190

  Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands

  Elaborations

  • using intonation and pauses in response to punctuation when reading
  • reading texts and identifying different sentence-level punctuation
  • writing different types of sentences, for example statements and questions, and discussing appropriate punctuation

  VCELA190 | Curriculum content | English | Level 1 | Writing | Language

• 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

• VCELA179

  Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

  Elaborations

  • talking about effective words that describe a place, person or event
  • learning how a sentence can be made more vivid by adding adjectives, adverbs and unusual verbs

  VCELA179 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCELA191

  Recognise and know how to use simple grammatical morphemes in word families

  Elaborations

  • building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')
  • using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

  VCELA191 | Curriculum content | English | Level 1 | Writing | Language

• VCELA182

  Understand how to spell one and two syllable words with common letter patterns

  Elaborations

  • investigating one and two syllable words containing common consonant blends and vowel sounds, for example ‘tree’, ‘star’ and 'about', 'begin', identified in shared texts
  • learning an increasing number of high-frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

  VCELA182 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCELA224

  Understand how texts are made cohesive by the use of resources, including word associations, synonyms, and antonyms

  Elaborations

  • exploring how texts develop their themes and ideas, building information by connecting similar and contrasting dissimilar things
  • mapping examples of word associations in texts, for example words that refer to the main character

  VCELA224 | Curriculum content | English | Level 2 | Writing | Language

• 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

• VCELA270

  Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning

  Elaborations

  • learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately

  VCELA270 | Curriculum content | English | Level 3 | Speaking and Listening | Language

• VCELA259

  Understand that paragraphs are a key organisational feature of written texts

  Elaborations

  • noticing how longer texts are organised into paragraphs, each beginning with a topic sentence/paragraph opener which predicts how the paragraph will develop and is then elaborated in various ways

  VCELA259 | Curriculum content | English | Level 3 | Writing | 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

• VCELA263

  Understand how to use letter–sound relationships and less common letter combinations to spell words

  Elaborations

  • using spelling strategies such as: phonological knowledge (for example diphthongs and other ambiguous vowel sounds in more complex words); three-letter clusters (for example 'thr', 'shr', 'squ'); visual knowledge (for example more complex single-syllable homophones such as 'break/brake', 'ate/eight'); morphemic knowledge (for example inflectional endings in single-syllable words, plural and past tense); generalisations (for example to make a word plural when it ends in 's', 'sh', 'ch', or 'z' add 'es'); and using knowledge of how different letters and combinations of letters represent different sounds, including less common combinations, for example, 'dge' after a short vowel as in 'badge', to write words in independent writing

  VCELA263 | Curriculum content | English | Level 3 | Writing | Language

• VCELA246

  Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences

  Elaborations

  • becoming familiar with typical structural stages and language features of various types of text, for example narratives, procedures, reports, reviews and expositions

  VCELA246 | Curriculum content | English | Level 3 | Reading and Viewing | Language

• VCELA250

  Recognise most high-frequency words, know how to use common prefixes and suffixes, and know some homophones and generalisations for adding a suffix to a base word

  Elaborations

  • becoming familiar with most high-frequency sight words

  VCELA250 | Curriculum content | English | Level 3 | Reading and Viewing | Language

• VCELA260

  Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters

  Elaborations

  • recognising both grammatically accurate and inaccurate usage of the apostrophe in everyday texts such as signs in the community and newspaper advertisements

  VCELA260 | Curriculum content | English | Level 3 | Writing | Language

• VCELA261

  Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement

  Elaborations

  • knowing that a clause is basically a group of words that contains a verb
  • knowing that, in terms of meaning, a basic clause represents: what is happening; who or what is participating, and the surrounding circumstances

  VCELA261 | Curriculum content | English | Level 3 | Writing | Language

• VCELA273

  Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs

  Elaborations

  • exploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgments about characters or events, acknowledging that language and judgments might differ depending on the cultural context

  VCELA273 | Curriculum content | English | Level 3 | Speaking and Listening | Language

• VCELA248

  Identify the effect on audiences of techniques, including shot size, vertical camera angle and layout in picture books, advertisements and film segments

  Elaborations

  • noting how the relationship between characters can be depicted in illustrations through the positioning of the characters (for example facing each other or facing away from each other), the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gesture
  • observing how images construct a relationship with the viewer through such strategies as: direct gaze into the viewer's eyes, inviting involvement, and how close ups are more engaging than distanced images, which can suggest alienation or loneliness

  VCELA248 | Curriculum content | English | Level 3 | Reading and Viewing | Language

• VCELA247

  Identify the features of online texts that enhance navigation

  Elaborations

  • becoming familiar with the typical features of online texts, for example navigation bars and buttons, hyperlinks and sitemaps

  VCELA247 | Curriculum content | English | Level 3 | Reading and Viewing | Language

• VCELA281

  Investigate how quoted (direct) and reported (indirect) speech work in different types of text

  Elaborations

  • investigating examples of quoted (direct) speech (‘He said, “I’ll go to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences

  VCELA281 | Curriculum content | English | Level 4 | Reading and Viewing | Language

• VCELA277

  Identify features used in imaginative, informative and persuasive texts to meet the purpose of the text, and understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience

  Elaborations

  • becoming familiar with the typical stages and language features of such text types as: simple narrative, procedure, simple persuasion texts and information reports

  VCELA277 | Curriculum content | English | Level 4 | Reading and Viewing | Language