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• VCEALL711

  Read and understand sentences containing a broad range of descriptive language

  Elaborations

  • understanding complex noun groups that use a range of pointers, counters, describers, classifiers, qualifiers, and concrete and abstract head nouns
  • understanding a range of adverbial phrases, such as ‘very tightly’, and prepositional phrases, such as ‘with a blue pen’

  VCEALL711 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• 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

• VCELA166

  Understand that language can be used to explore ways of expressing needs, likes and dislikes

  Elaborations

  • recognising some of the ways we can use speech, gesture, writing and media to communicate feelings
  • recognising some of the ways emotions and feelings can be conveyed and influenced by visual representations, for example in advertising and animations

  VCELA166 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELA155

  Understand that some language in written texts is unlike everyday spoken language

  Elaborations

  • learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present

  VCELA155 | Curriculum content | English | Foundation Level | Writing | Language

• VCELA176

  Understand that the purposes texts serve shape their structure in predictable ways

  Elaborations

  • discussing and comparing the purposes of familiar texts drawn from local contexts and interests
  • becoming familiar with the typical stages of types of text including recount and procedure
  • using different types of texts, for example procedures (including recipes), and discussing the text structure

  VCELA176 | Curriculum content | English | Level 1 | Reading and Viewing | 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

• 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

• VCELA304

  Understand that social interactions influence the way people engage with ideas and respond to others

  Elaborations

  • recognising that we can use language differently with our friends and families, but that Standard Australian English is typically used in written school texts and more formal contexts
  • recognising that language is adjusted in different contexts, for example in degree of formality when moving between group discussions and presenting a group report
  • understanding how age, status, expertise and familiarity influence the ways in which we interact with people and how these codes and conventions vary across cultures
  • recognising the importance of using inclusive language

  VCELA304 | Curriculum content | English | Level 4 | Speaking and Listening | Language

• VCELA305

  Understand differences between the language of opinion and feeling and the language of factual reporting or recording

  Elaborations

  • identifying ways thinking verbs are used to express opinion, for example ‘I think’, ‘I believe’, and ways summary verbs are used to report findings, for example ‘we concluded’

  VCELA305 | Curriculum content | English | Level 4 | Speaking and Listening | Language

• VCELA333

  Understand that the pronunciation, spelling and meanings of words have histories and change over time

  Elaborations

  • recognising that a knowledge of word origins is not only interesting in its own right, but that it extends students’ knowledge of vocabulary and spelling
  • exploring examples of words in which pronunciation, writing and meaning has changed over time, including words from a range of cultures

  VCELA333 | Curriculum content | English | Level 5 | Speaking and Listening | Language

• VCELA309

  Understand how texts vary in purpose, structure and topic as well as the degree of formality

  Elaborations

  • becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative text and how they can be composed and presented in written, digital and multimedia forms

  VCELA309 | Curriculum content | English | Level 5 | Reading and Viewing | Language

• VCELA348

  Understand that cohesive links can be made in texts by omitting or replacing words

  Elaborations

  • noting how writers often substitute a general word for a more specific word already mentioned, thus creating a cohesive link between the words (for example, ‘Look at those apples. Can I take these big ones?’, where ‘ones’ substitutes for ‘apples’)
  • noting how writers often substitute a general word for a more specific word already mentioned, thus creating a cohesive link between the words (for example 'Look at those apples. Can I have one?')
  • recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms
  • observing how relationships between concepts can be represented visually through similarity, contrast, juxtaposition, repetition, class-subclass diagrams, part-whole diagrams, cause-and-effect figures, visual continuities and discontinuities

  VCELA348 | Curriculum content | English | Level 6 | Writing | Language

• VCELA453

  Understand that roles and relationships are developed and challenged through language and interpersonal skills

  Elaborations

  • identifying the various communities to which students belong and how language reinforces membership of these communities (the intimate language of family members, the jargon of teenage groups, the technicality of some online communities, the language specific to recreational groups, the interaction patterns of the classroom, the commonalities in migrant and cultural groups)

  VCELA453 | Curriculum content | English | Level 9 | Speaking and Listening | Language

• VCELA429

  Understand that authors innovate with text structures and language for specific purposes and effects

  Elaborations

  • experimenting with ways to present personal viewpoints through innovating with texts

  VCELA429 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCELA434

  Understand how spelling is used creatively in texts for particular effects

  Elaborations

  • identifying examples of spelling used to create characterisation and humour, and to represent accents and styles of speech

  VCELA434 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCELA471

  Understand conventions for citing others, and how to reference these in different ways

  Elaborations

  • understanding who to cite in essays, reviews and academic assignments and when it is appropriate to use direct quotations or to report sources more generally

  VCELA471 | Curriculum content | English | Level 10 | Writing | Language

• VCELA200

  Understand that there are different ways of asking for information, making offers and giving commands

  Elaborations

  • learning the difference between questions and statements, requests and commands
  • learning about different types of questions including closed and open questions and ‘where’, ‘what’, ‘who’ and ‘why’ questions

  VCELA200 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCEALC454

  Use a range of visual material or other cues to support factual texts

  Elaborations

  • adding labelled diagrams or illustrations to an information report or report on a science experiment
  • creating a mind map to summarise the facts in a text, in the introduction or conclusion section
  • writing a dot-point list to outline key ideas in a report, using a simple introductory sentence stem, for example ‘The main effects of air pollution are: …’

  VCEALC454 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Communication

• VCEALL440

  Interpret the purpose and organisational features of different text types

  Elaborations

  • identifying the text type and purpose of a text, based on organisational features such as sequence of ideas, headings, illustration and layout
  • comparing and contrasting the purpose and structure of texts from different curriculum areas, such as comparing reports from Science and History, or essays from English and Art

  VCEALL440 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL768

  Examine the role of the structures and features of mainstream texts in different curriculum areas

  Elaborations

  • comparing and contrasting structure and language features of texts from different curriculum areas, such as comparing reports from Science and History, or essays from English and Art
  • examining structures and features of texts in curriculum areas through guided activities, such as labelling, sequencing, transforming texts

  VCEALL768 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features