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• VCEALC139

  Illustrate texts purposefully

  Elaborations

  • connecting image to sections of a text, for example drawing the body of a frog, its habitat and its life cycle
  • writing a descriptive caption or label for an image
  • drawing images or diagrams to accompany sentences in a narrative or recount
  • using an online storyboarding application to create a simple story map to show the events and characters in a narrative

  VCEALC139 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Communication

• VCELA340

  Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts

  Elaborations

  • observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams, and the flow of images in picture books
  • observing how concepts, information and relationships can be represented visually through such images as tables, maps, graphs, diagrams, and icons

  VCELA340 | Curriculum content | English | Level 6 | Reading and Viewing | Language

• VCELT437

  Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts

  Elaborations

  • establishing a wide reading list on a particular issue based on personal preference and establishing reasons for the inclusion of these texts

  VCELT437 | Curriculum content | English | Level 9 | Reading and Viewing | Literature

• VCEALC654

  Write information texts for general school use, based on modelled language

  Elaborations

  • writing simple information texts (such as reports, essays, explanations) based on models, for example writing a short explanation of the water cycle
  • organising information into simple, logically-ordered paragraphs

  VCEALC654 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Communication

• VCELT207

  Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with own experiences

  Elaborations

  • discussing characters from books and films and whether these are life-like or imaginary (for example talking animals)
  • comparing characters and events in texts to own experiences

  VCELT207 | Curriculum content | English | Level 1 | Speaking and Listening | Literature

• VCELY013

  Experience and respond to different forms of communication and texts being read or viewed

  Elaborations

  • experiencing texts about everyday life and events
  • reacting to familiar items in texts viewed
  • reacting to familiar sounds and voices in familiar multimodal texts

  VCELY013 | Curriculum content | English | Level A | Reading and Viewing | Literacy

• English | English as an Additional Language (EAL): Rationale and Aims

  Rationale

  The English as an Additional Language (EAL) curriculum is central to the learning and development of all young Australians for whom English is not their home language. Through learning EAL, students build their capacity to communicate confidently and effectively. This learning also...

  Overview material | English as an Additional Language (EAL)

• 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

• VCELT285

  Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts

  Elaborations

  • defining spoonerisms, neologisms and puns and exploring how they are used by authors to create a sense of freshness, originality and playfulness
  • discussing poetic language, including unusual adjectival use and how it engages us emotionally and brings to life the poet’s subject matter (for example ‘He grasps the crag with crooked hands’/wee timorous beastie)

  VCELT285 | Curriculum content | English | Level 4 | Reading and Viewing | Literature

• VCELT385

  Experiment with text structures and language features and their effects in creating literary texts

  Elaborations

  • experimenting with different narrative structures such as the epistolary form, flashback, multiple perspectives
  • transforming familiar print narratives into short video or film narratives, drawing on knowledge of the type of text and possible adaptations necessary to a new mode
  • drawing on literature and life experiences to create a poem, for example ballad, series of haiku

  VCELT385 | Curriculum content | English | Level 7 | Writing | Literature

• 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

• VCELT386

  Create literary texts that adapt stylistic features encountered in other texts

  Elaborations

  • using aspects of texts in imaginative recreations such as re-situating a character from a text in a new situation
  • imagining a character’s life events (for example misadventures organised retrospectively to be presented as a series of flashbacks in scripted monologue supported by single images), making a sequel or prequel or rewriting an ending
  • creating chapters for an autobiography, short story or diary

  VCELT386 | Curriculum content | English | Level 7 | Writing | Literature

• VCELA473

  Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction

  Elaborations

  • considering how nominalisation affects the way in which events are constructed and explained, making some information more explicit and other information less so
  • analysing how logical relations between ideas are built up by combining main with subordinate clauses indicating cause, result, manner, concession, condition, and so on (for example, ‘Although his poems were not generally well received by critics during his life (concession), Keats’ reputation grew substantially after his death’)
  • noting how technicality allows for efficient reference to shared knowledge, indicating growing expertise in the field (for example, ‘The Romantic poetry of Keats is characterised by sensual imagery, most notably in the series of odes.’)
  • observing how abstraction allows for greater generalisation at a higher level (for example, ‘the political, religious, social and economic features of the society’ – which is an abstract noun group/phrase)

  VCELA473 | Curriculum content | English | Level 10 | Writing | 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