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• VCELY366

  Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions, and use interaction skills, varying conventions of spoken interactions according to group size, formality of interaction...

  Elaborations

  • using strategies, for example pausing, questioning, rephrasing, repeating, summarising, reviewing and asking clarifying questions
  • exploring personal reasons for acceptance or rejection of opinions offered and linking the reasons to the way our cultural experiences can affect our responses
  • recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information

  VCELY366 | Curriculum content | English | Level 6 | Speaking and Listening | Literacy

• VCELY345

  Analyse strategies authors use to influence readers

  Elaborations

  • identify how authors use language to position the reader and give reasons

  VCELY345 | Curriculum content | English | Level 6 | Reading and Viewing | Literacy

• 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

• VCELY360

  Develop a handwriting style that is legible, fluent and that can vary depending on context

  Elaborations

  • using handwriting efficiently as a tool for a wide range of formal and informal text creation tasks

  VCELY360 | Curriculum content | English | Level 6 | Writing | Literacy

• VCELT342

  Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts

  Elaborations

  • noting how degrees of possibility are opened up through the use of modal verbs (for example, ‘It may be a solution’ as compared to ‘It could be a solution’), as well as through other resources such as adverbs (for example, ‘It’s possibly/probably/certainly a solution’), adjectives (for example, ‘It’s a possible/probable/certain solution’); and nouns (for example, ‘It’s a possibility/probability’)

  VCELT342 | Curriculum content | English | Level 6 | Reading and Viewing | Literature

• VCELA352

  Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion

  Elaborations

  • identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question

  VCELA352 | Curriculum content | English | Level 6 | Writing | Language

• VCELA351

  Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases

  Elaborations

  • knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example 'She ate her lunch' compared to 'She gobbled up her lunch')
  • knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, ‘At nine o'clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat family’)
  • knowing the difference between the simple present tense (for example 'Pandas eat bamboo.') and the simple past tense (for example 'She replied.')
  • knowing that the simple present tense is typically used to talk about either present states (for example, ‘He lives in Darwin’) or actions that happen regularly in the present (for example, ‘He watches television every night’) or that represent ‘timeless’ happenings, as in information reports (for example, ‘Bears hibernate in winter’)
  • knowing that there are various ways in English to refer to future time (for example 'She will call you tomorrow'; 'I am going to the movies tomorrow'; 'Tomorrow I leave for Hobart')

  VCELA351 | Curriculum content | English | Level 6 | Writing | Language

• VCELA350

  Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas

  Elaborations

  • knowing that a complex sentence typically consists of a main clause and a subordinate clause
  • knowing that the function of complex sentences is to make connections between ideas, such as: to provide a reason (for example 'He jumped up because the bell rang'); to state a purpose (for example 'She raced home in order to confront her brother'); to express a condition (for example 'It will break if you push it'); to make a concession (for example 'She went to work even though she was not feeling well'); to link two ideas in terms of various time relations (for example 'Nero fiddled while Rome burned')

  VCELA350 | Curriculum content | English | Level 6 | Writing | Language

• VCELY361

  Use a range of software, including word processing programs, learning new functions as required to create texts

  Elaborations

  • selecting and combining software functions as needed to create texts

  VCELY361 | Curriculum content | English | Level 6 | Writing | Literacy

• English: Level 6 achievement standards - Writing

  Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They use banks of known words and the less familiar words they...

  Level description | English | Level 6 | Writing

• 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 6 achievement standards - Speaking and Listening

  Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and...

  Level description | English | Level 6 | Speaking and Listening

• VCELY346

  Select, navigate and read increasingly complex texts for a range of purposes, applying appropriate text processing strategies to recall information and consolidate meaning

  Elaborations

  • bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting, evaluating and using texts for their pertinence to the task and the accuracy of their information
  • using word identification, self-monitoring and self-correcting strategies
  • using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating and using information
  • identifying and using texts for a wide range of purposes, selecting texts by favourite authors and trying new ones

  VCELY346 | Curriculum content | English | Level 6 | Reading and Viewing | Literacy

• VCELT365

  Make connections between own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts

  Elaborations

  • recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events

  VCELT365 | Curriculum content | English | Level 6 | Speaking and Listening | Literature

• 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

• English: Level 6 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

• VCELA362

  Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English

  Elaborations

  • recognising that there are more than 150 Aboriginal languages and two Torres Strait Islander languages and that they relate to geographic areas in Australia
  • recognising that all languages and dialects are of equal value, although we use different ones in different contexts, for example the use of Standard Australian English, Aboriginal English and forms of Creole used by some Torres Strait Islander groups and some of Australia’s near neighbours

  VCELA362 | Curriculum content | English | Level 6 | Speaking and Listening | Language