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• 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

• VCELA085

  Know that symbols, words and images can communicate needs

  Elaborations

  • making choices through alternative and augmentative communication, sign, symbol and image selection
  • using language to make requests, greet people, convey basic information about themselves and others
  • using image and sentence strip to communicate a need for example I want… to assist in requesting an object
  • using symbols to label an image

  VCELA085 | Curriculum content | English | Level C | Writing | Language

• 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

• VCELY441

  Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts

  Elaborations

  • comparing perspectives represented in texts from different times and places, including texts drawn from popular culture
  • identifying, comparing and creating relationships between texts (including novels, illustrated stories, social issue cartoons, documentaries, multimodal texts)
  • reflecting on the notion that all texts build on a body of prior texts in a culture
  • analysing and identifying how socio-cultural values, attitudes and beliefs are conveyed in texts, for example comparing and analysing perspectives about an Aboriginal and Torres Strait Islander issue reported in commercial media compared to public and Aboriginal and Torres Strait Islander media
  • analysing and interpreting assumptions about groups that have shaped or influenced representations of people, places, events and things and identifying how listeners and readers are positioned by these representations

  VCELY441 | Curriculum content | English | Level 9 | Reading and Viewing | Literacy

• VCELA026

  Explore how sound, facial expression and actions can cause a change

  Elaborations

  • being exposed to others interpreting their actions and labelling them as needs and feeling
  • exploring how they can change their behaviour
  • reacting to others through gestures, facial expressions, sounds and movements
  • changing their focus of engagement on seeing or feeling an object or person

  VCELA026 | Curriculum content | English | Level A | Speaking and Listening | Language

• 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: Level 8 achievement standards - Writing

  Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts students show how ideas can...

  Level description | English | Level 8 | Writing

• VCEALA718

  Understand how the purpose and audience of a text can influence content and form

  Elaborations

  • designing layout and visual features to suit purpose and audience, for example using bright colours in an illustrated story for children
  • transforming texts to suit a different purpose or audience, for example converting a road safety website for learner drivers to a pamphlet for older drivers
  • discussing language choices with regard to purpose and audience, for example reflecting on word choices in a persuasive text

  VCEALA718 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• VCELA131

  Use different ways to express needs, likes and dislikes

  Elaborations

  • using communication systems to express preferences and make requests and comments
  • recognising that symbols and signs can be used in conjunction with spoken language to communicate ideas
  • using words, signs or images to express needs and feelings

  VCELA131 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCEALL695

  Identify specific pronunciation problems that need attention

  Elaborations

  • identifying key words in a text that may pose pronunciation problems, based on general guidance from the teacher, such as ‘Highlight all the words ending in a consonant’
  • articulating specific difficulties with pronunciation, such as ‘I can’t tell the difference between “walk” and “work”’

  VCEALL695 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCELA457

  Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication

  Elaborations

  • considering whether ethical judgments of good, bad, right or wrong are absolute or relative through consideration of texts with varying points of view and through discussion with others
  • interpreting texts by drawing on knowledge of the historical context in which texts were created

  VCELA457 | Curriculum content | English | Level 10 | Reading and Viewing | Language

• VCELY467

  Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences

  Elaborations

  • skim reading sections of a persuasive text to identify the main contention, key arguments in linked paragraphs and supporting evidence in order to locate points for building rebuttal or counter argument

  VCELY467 | Curriculum content | English | Level 10 | Reading and Viewing | Literacy

• 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

• VCELA073

  Recognise that a group of words can communicate a message

  Elaborations

  • learning to build on spoken sentence starters to communicate a need or want, for example ‘I want … a drink’
  • learning to combine words to convey a message, for example ‘Dad’s car’, ‘throw ball’

  VCELA073 | Curriculum content | English | Level C | Reading and Viewing | Language

• 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

• VCEALC616

  Present a short, prepared formal talk on a researched topic, using notes and props

  Elaborations

  • structuring the talk clearly using elements such as an introduction, sequenced content, conclusion
  • attending to features of speech such as pronunciation, pace, intonation, emphasis, body language
  • preparing and using notes and props, such as a photo or treasured personal object, to enhance a presentation

  VCEALC616 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• English | English: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  Overview material | English

• VCELA483

  Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people

  Elaborations

  • identifying language that seeks to align the listener or reader (for example 'of course', 'obviously', 'as you can imagine')
  • identifying the use of first person (I, we) and second person pronouns (you) to distance or involve the audience, for example in a speech made to a local cultural community
  • identifying references to shared assumptions
  • identifying appeals to shared cultural knowledge, values and beliefs
  • reflecting on experiences of when language includes, distances or marginalises others
  • creating texts that represent personal belief systems (such as credos, statements of ethical judgements, guidelines, letters to the editor and blog entries)

  VCELA483 | Curriculum content | English | Level 10 | Speaking and Listening | Language

• English: Level B achievement standards - Reading and Viewing

  By the end of Level B, students will listen to and view a range of spoken, written and multimodal texts from familiar contexts. They can focus on an image during the sharing of a text. They select a text using visual images and request a text to be read. Students can recognise images of familiar...

  Level description | English | Level B | Reading and Viewing

• 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