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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

• VCELA236

  Identify language that can be used for appreciating texts and the qualities of people and things

  Elaborations

  • exploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example ‘happy’, ‘joyful’, ‘pleased’, ‘contented’
  • exploring in stories, everyday and media texts moral and social dilemmas; such as right and wrong, fairness/unfairness, inclusion and exclusion; learning to use language to describe actions and consider consequences
  • exploring how language is used to construct characters and settings in narratives, including choice of nouns such as ‘girl’, ‘princess’ or ‘orphan’, and choice of adjectives such as ‘gentle’, ‘timid’ or ‘frightened’

  VCELA236 | Curriculum content | English | Level 2 | Speaking and Listening | 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

• VCELA272

  Examine how evaluative language can be varied to be more or less forceful

  Elaborations

  • exploring how modal verbs, for example ‘must’, ‘might’,’ or ‘could’ indicate degrees of certainty, command or obligation
  • distinguishing how choice of adverbs, nouns and verbs present different evaluations of characters in texts

  VCELA272 | Curriculum content | English | Level 3 | Speaking and Listening | Language

• VCELA109

  Recognise how a group of words can represent an object or image

  Elaborations

  • using a noun and adjective to refer to an object or image, for example ‘the red car’ to refer to an object or image
  • making a request using a group of words, for example ‘I want the red car’, ‘cold drink please’, ‘work book please’
  • identifying spaces, letters and words in text

  VCELA109 | Curriculum content | English | Level D | Reading and Viewing | 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

• 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

• VCELA391

  Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating

  Elaborations

  • exploring languages and dialects through building webcam relationships with schools across Australia and Asia
  • investigating changes in word use and meaning over time and some of the reasons for these changes, for example the influence on spelling and vocabulary of new forms of communication like texting, emoticons and email

  VCELA391 | Curriculum content | English | Level 7 | Speaking and Listening | Language

• VCELA482

  Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve

  Elaborations

  • investigating differences between spoken and written English by comparing the language of conversation and interviews with the written language of print texts
  • experimenting with and incorporating new words and creative inventions in own written and spoken texts
  • understanding how and why spelling became standardised and how conventions have changed over time and continue to change through common usage, the invention of new words and creative combinations of existing words

  VCELA482 | Curriculum content | English | Level 10 | Speaking and Listening | Language

• VCELY195

  Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation

  Elaborations

  • adding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun
  • reading own work aloud to listen for grammatical correctness: checking use of capital letters, full stops, question marks and exclamation marks
  • checking for inclusion of capital letters and full stops
  • identifying words which might not be spelt correctly
  • beginning to use dictionaries and classroom charts to check and correct spelling of less familiar words

  VCELY195 | Curriculum content | English | Level 1 | Writing | Literacy

• VCELY091

  Review choices made during shared construction of personalised multimodal texts during shared review

  Elaborations

  • using the delete button when editing own typing
  • making suggestions on what can change during a shared editing session, for example image, sound clip from a selection of options

  VCELY091 | Curriculum content | English | Level C | Writing | Literacy

• 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

• VCELA051

  Recognise that text can be attached to images and recognise that people pause when talking and communicating

  Elaborations

  • attending to written texts attached to images within their environment
  • learning that objects can be represented by an image or text
  • communicating using a word/image to request an object
  • pausing to wait for a response after a communication
  • learning about taking turns in communication

  VCELA051 | Curriculum content | English | Level B | Writing | Language

• VCELA111

  Know that a letter can be the same but look different, including capital and lower-case letters, and match some letters with their sound and name

  Elaborations

  • recognising the individual letters of their name
  • experiencing the individual letters of the alphabet, their name letter and common sounds
  • identifying their name as starting with a capital letter

  VCELA111 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA087

  Use spoken words, sign or Augmentative Alternative Communication System to communicate and understand that images can be used to write and express ideas

  Elaborations

  • learning to use high-frequency images and words, for example the student’s own name, ‘stop’
  • using spoken words, articulating most of the sounds
  • learning that images/signs can be combined to make a word
  • listening to sounds and words and reproducing them using a personalised communication system

  VCELA087 | Curriculum content | English | Level C | Writing | Language

• VCELA141

  Understand that texts can take many forms, and that imaginative and informative texts have different purposes

  Elaborations

  • sharing experiences of different texts and discussing some differences
  • discussing the purpose of texts, for example ‘This text will tell a story’, ‘This text will give information’
  • repeating parts of texts, for example characteristic refrains, predicting cumulative storylines, reciting poetic and rhyming phrases

  VCELA141 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA325

  Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts

  Elaborations

  • moving from general, ‘all-purpose’ words, for example ‘cut’ to more specific words, for example ‘slice’, ‘dice’, ‘fillet’, ‘segment’

  VCELA325 | Curriculum content | English | Level 5 | Writing | Language

• 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

• VCELA368

  Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources

  Elaborations

  • defending points of view in reading circle discussions
  • responding to points of view by developing and elaborating on others’ responses
  • building a knowledge base about words of evaluation, including words to express emotional responses to texts, judgment of characters and their actions, and appreciation of the aesthetic qualities of text

  VCELA368 | Curriculum content | English | Level 7 | Reading and Viewing | Language