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• VCELY221

  Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self-correcting

  Elaborations

  • using prior and learned knowledge and vocabulary to make and confirm predictions when reading text
  • using grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative texts
  • using knowledge of sound–letter relationships and high-frequency sight words when decoding text
  • monitoring own reading and self-correcting when reading does not make sense, using illustrations, context, phonics, grammar knowledge and prior and learned topic knowledge
  • using grammar and meaning to read aloud with fluency and intonation

  VCELY221 | Curriculum content | English | Level 2 | Reading and Viewing | Literacy

• VCELY287

  Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing

  Elaborations

  • reading new and different kinds of texts with the use of established word identification strategies, including knowledge of the topic and of text type together with self monitoring strategies, including rereading, self questioning and pausing, and self correction strategies such as confirming and cross-checking
  • reading aloud with fluency and expression
  • reading a wide range of different types of texts for pleasure

  VCELY287 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCELY318

  Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning

  Elaborations

  • bringing subject and technical vocabulary and concept knowledge to new reading tasks
  • selecting and using texts for their pertinence to the task and the accuracy of their information
  • using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to the topic and task
  • reading a wide range of imaginative, informative and persuasive texts for pleasure and to find and use information

  VCELY318 | Curriculum content | English | Level 5 | Reading and Viewing | Literacy

• VCELY396

  Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing, using body language, voice qualities and other elements to add interest and meaning

  Elaborations

  • preparing a presentation combining print, visual and audio elements to explore and interpret ideas, drawing on knowledge and research about perspectives different from own

  VCELY396 | Curriculum content | English | Level 7 | Speaking and Listening | Literacy

• 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 1 achievement standards - Reading and Viewing

  By the end of Level 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. They are able to read...

  Level description | English | Level 1 | Reading and Viewing

• English: Level 3 achievement standards - Reading and Viewing

  By the end of Level 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures...

  Level description | English | Level 3 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C2 description

  The Level C2 curriculum supports students to enhance their knowledge, understanding and skills in relation to spoken English. At this level, students learn to initiate and negotiate topics when speaking in English in a range of contexts. The curriculum focuses on pronunciation, stress and intonation...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

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

  At Level B3 students generally respond to and use the structures and features of English appropriately in an increasing variety of familiar formal and informal contexts. They demonstrate awareness of the register requirements of spoken English necessary for a variety of purposes. They understand...

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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C4 achievement standards - Speaking and Listening

  At Level C4 students demonstrate greater autonomy and control over their use of English, combining their expanding vocabulary with the appropriate use of a wide range of complex grammatical features including modal verbs, passive voice and tenses. They demonstrate understanding of the ways that...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C4 | Speaking and Listening

• VCEALL775

  Use contextual cues to interpret difficult words

  Elaborations

  • predicting meaning of new words based on knowledge of the base word, such as ‘educate’, ‘uneducated’, ‘education’
  • inferring the meaning of an unfamiliar word by using contextual information such as the topic of the text, meaning of adjacent sentences and meanings of familiar words in the same sentence

  VCEALL775 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCELY444

  Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension

  Elaborations

  • predicting meanings of unfamiliar words by using morphographic patterns

  VCELY444 | Curriculum content | English | Level 9 | Reading and Viewing | Literacy

• English: Level 4 achievement standards - Reading and Viewing

  By the end of Level 4, students understand that texts have different structures depending on the purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences and can describe literal and implied meaning connecting ideas in different...

  Level description | English | Level 4 | Reading and Viewing

• English: Level 6 achievement standards - Reading and Viewing

  By the end of Level 6, students understand how to use knowledge of phonics when decoding familiar words and the technical or derived words in increasingly complex texts. They understand how the use of text structures can achieve particular effects and can analyse and explain how language features...

  Level description | English | Level 6 | Reading and Viewing

• English: Level 2 achievement standards - Speaking and Listening

  Students listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using...

  Level description | English | Level 2 | Speaking and Listening

• English: Level 9 achievement standards - Speaking and Listening

  Students listen for ways texts position an audience. They understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate...

  Level description | English | Level 9 | Speaking and Listening

• English: Level 2 achievement standards - Writing

  Students create texts that show how images support the meaning of the text. They accurately spell words with regular spelling patterns and can write words with less common long vowels, trigraphs and silent letters. They use some punctuation accurately, and can write words and sentences legibly...

  Level description | English | Level 2 | Writing

• English: Level 3 achievement standards - Writing

  Students' texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge letter...

  Level description | English | Level 3 | Writing

• English: Level 4 achievement standards - Writing

  Students use language features to create coherence and add detail to their texts. They make use of their increasing knowledge of phonics, and they understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used...

  Level description | English | Level 4 | Writing

• English: Level 5 achievement standards - Writing

  Students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create imaginative, informative and persuasive texts for different purposes and audiences. When writing, they demonstrate understanding of grammar and sentence types, and...

  Level description | English | Level 5 | Writing