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• VCELT327

  Create literary texts that experiment with structures, ideas and stylistic features of selected authors

  Elaborations

  • drawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal conventions in digital and screen texts - in order to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts

  VCELT327 | Curriculum content | English | Level 5 | Writing | Literature

• VCELT328

  Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced

  Elaborations

  • using texts with computer-based graphics, animation and 2D qualities, consider how and why particular traits for a character have been chosen

  VCELT328 | Curriculum content | English | Level 5 | Writing | Literature

• VCELT313

  Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts

  Elaborations

  • describing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptions, can convey information about cultural elements, such as beliefs, traditions and customs
  • identifying variability within cultural contexts in literary texts, recognising the diversity of people’s experiences within a cultural group such as differences in setting and lifestyle between urban and remote Aboriginal and Torres Strait Islander peoples

  VCELT313 | Curriculum content | English | Level 5 | Reading and Viewing | Literature

• VCELT336

  Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others

  Elaborations

  • posing and discussing questions, such as ‘Should this character have behaved as they did?’, and beginning to make balanced judgments about the dilemmas characters face and relative merit and harm

  VCELT336 | Curriculum content | English | Level 5 | Speaking and Listening | Literature

• VCELT315

  Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses

  Elaborations

  • identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement
  • examining texts written from different narrative points of view and discussing what information the audience can access, how this impacts on the audience’s sympathies, and why an author might choose a particular narrative point of view
  • examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response

  VCELT315 | Curriculum content | English | Level 5 | Reading and Viewing | Literature

• VCELY317

  Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context

  Elaborations

  • identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement

  VCELY317 | Curriculum content | English | Level 5 | Reading and Viewing | Literacy

• VCELT314

  Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences

  Elaborations

  • orally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising that one's view may not be shared by others and that others have equal claims to divergent views

  VCELT314 | Curriculum content | English | Level 5 | Reading and Viewing | Literature

• English: Level 5 description

  In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

  Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret...

  Level description | English

• VCZHC150

  Create short narratives to express the experiences, thoughts and emotions of individuals in imagined contexts

  Elaborations

  • recounting an imagined encounter with a famous person, or reproducing a scenario where cultural misunderstandings create a humorous outcome
  • collaborating to create dramatic performances to retell classic Chinese stories, such as 《负荆请罪》, or famous stories in other cultures, such as 《丑小鸭》
  • creating narratives to describe imagined experiences, for example, a trip to China, including a visit with a homestay family or an adventure on the Great Wall, or the experiences of a Chinese student visiting Australia
  • creating stories in various literary styles (for example, 记叙文、散文、诗歌), experimenting with descriptive language to convey the intensity of characters’ emotions, and events , using written styles of language, for example 我看到好多漂亮的花，有粉红的，雪白的，真是太美了

  VCZHC150 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCASFU053

  Explore the current status and profile of Auslan and of the Deaf community in contemporary Australian society, considering issues such as language transmission, usage and documentation

  Elaborations

  • discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
  • investigating the signed languages used by deaf and hard of hearing members of Aboriginal and Torres Strait Islander communities
  • exploring variation in Auslan fluency among classmates and members of the Deaf community, considering the relevance of factors such as where and when individual users learnt to sign and whether they are from a Deaf or hearing family
  • mapping sign language use around the world using data from Ethnologue, for example by identifying and labelling countries with correct naming of the sign language used, such as France = LSF: Langue des Signes Française; Germany = DGS: Deutsche Gebärdensprache
  • finding representations of signing deaf people in the media or in literary texts, and evaluating how they and the language are represented
  • investigating the profile and distribution of members of the Deaf community, for example across states of Australia or by age or gender, using data from censuses and other sources to summarise and represent information in graph/visual forms, and to suggest possible explanations of patterns or statistics
  • understanding the role and function of Auslan–English interpreters and Deaf interpreters and the access and opportunities they provide to language users
  • recognising that many languages are well-documented, strong, healthy and widely used by many people across generations while others are less documented and robust
  • recognising that some languages have no written form and have historically been passed on face to face/orally, which means that they are less well recorded or documented
  • recognising language documentation as an important means of recording, maintaining, transmitting and revitalising a language
  • understanding the nature of transmission of Auslan, for example, that in most cases Auslan is not passed on from parent to child but from peers, or is learnt by children from adults outside the family, and that some deaf people learn Auslan later in early adulthood
  • describing how Auslan has been transmitted across generations and how it has been recorded, investigating reasons for the ‘oral’ tradition language transmission
  • using the UNESCO atlas to map the world’s minority languages and those that are in critical endangerment and to document the vitality of signed languages

  VCASFU053 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language awareness

• VCASFU179

  Explore the current status and profile of Auslan and of the Deaf community in contemporary Australian society, considering issues such as language transmission, usage and documentation

  Elaborations

  • describing the visibility and use of Auslan in the wider community, for example in television programs, on the news, at community events, sporting fixtures and in emergency announcements
  • discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
  • investigating the signed languages used by deaf and hard of hearing members of Aboriginal and Torres Strait Islander communities
  • exploring variation in Auslan fluency among classmates and members of the Deaf community, considering the relevance of factors such as where and when individual users learnt to sign and whether they are from a Deaf or hearing family
  • mapping sign language use around the world using data from Ethnologue, for example by identifying and labelling countries with correct naming of the sign language used, such as France = LSF: Langue des Signes Française; Germany = DGS: Deutsche Gebärdensprache
  • finding representations of signing deaf people in the media or in literary texts, and evaluating how they and the language are represented
  • investigating the profile and distribution of members of the Deaf community, for example across states of Australia or by age or gender, using data from censuses and other sources to summarise and represent information in graph/visual forms, and to suggest possible explanations of patterns or statistics
  • understanding the role and function of Auslan–English interpreters and Deaf interpreters and the access and opportunities they provide to language users
  • recognising that many languages are well-documented, strong, healthy and widely used by many people across generations while others are less well-documented and robust
  • recognising that some languages have no written form and have historically been passed on face to face/orally, which means that they are less well recorded or documented
  • recognising language documentation as an important means of recording, maintaining, transmitting and revitalising a language
  • understanding the nature of transmission of Auslan, for example, that in most cases Auslan is not passed on from parent to child but from peers, or is learnt by children from adults outside the family, and that some Deaf people learn Auslan later in early adulthood
  • describing how Auslan has been transmitted across generations and how it has been recorded, investigating reasons for the ‘oral’ tradition language transmission
  • using the UNESCO atlas to map the world’s minority languages and those that are in critical endangerment and to document the vitality of signed languages
  • exploring how different technologies are used by deaf people to support social networks and strengthen their community and language
  • explaining the significance of stories linked to Deaf social history and the responsibility of the Deaf community to convey shared experiences that relate to Deaf history and significant sites, for example by sharing stories about school days in the past
  • identifying examples of deaf people who have been recognised for different reasons in wider Australian society, for example, Alastair McEwin or Drisana Levitzke-Gray, and discussing how such recognition contributes to broader awareness of Auslan in Australia

  VCASFU179 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language awareness