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• VCELY161

  Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops

  Elaborations

  • rereading collaboratively developed texts to check that they communicate what the authors intended

  VCELY161 | Curriculum content | English | Foundation Level | Writing | Literacy

• 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

• VCELY300

  Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure

  Elaborations

  • revising written texts: editing for grammatical and spelling accuracy and clarity of the text, to improve the connection between ideas and overall fluency

  VCELY300 | Curriculum content | English | Level 4 | Writing | Literacy

• VCELY288

  Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

  Elaborations

  • making connections between the text and students’ own experience and other texts
  • making connections between information in print and images
  • building and using prior knowledge and vocabulary
  • finding specific literal information
  • asking and answering questions
  • creating mental images
  • finding the main idea of a text
  • inferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and sounds
  • bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting and using texts for their pertinence to the task and the accuracy of their information

  VCELY288 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCELY388

  Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact

  Elaborations

  • using collaborative technologies to jointly construct and edit texts

  VCELY388 | Curriculum content | English | Level 7 | Writing | Literacy

• VCELY379

  Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose

  Elaborations

  • explaining the possible relationship between an author's choices and the features of a text, such as identifying which group would be the most likely target of the information in an advertisement, and justifying why on the basis of textual features

  VCELY379 | Curriculum content | English | Level 7 | Reading and Viewing | Literacy

• VCELA215

  Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words

  Elaborations

  • comparing two versions of the same story, for example ‘Jack and the Beanstalk’, identifying how a character’s actions and reactions are depicted differently by different illustrators

  VCELA215 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELT254

  Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose

  Elaborations

  • identifying the effect of imagery in texts, for example the use of imagery related to nature in haiku poems
  • exploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and enhance enjoyment

  VCELT254 | Curriculum content | English | Level 3 | Reading and Viewing | Literature

• VCELY257

  Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

  Elaborations

  • making connections between the text and own experience and other texts
  • making connections between the information in print and images
  • making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
  • using text features and search tools to locate information in written and digital texts efficiently
  • determining important ideas, events or details in texts, commenting on things learned or questions raised by reading, referring explicitly to the text for verification
  • making considered inferences taking into account topic knowledge or a character’s likely actions and feelings

  VCELY257 | Curriculum content | English | Level 3 | Reading and Viewing | Literacy

• 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

• VCELY426

  Interpret the stated and implied meanings in spoken texts, and use interaction skills including voice and language conventions to discuss evidence that supports or challenges different perspectives

  Elaborations

  • listen to a conversation or speech and identify the point being made and explain the tone and manner of presentation. Change the focus of the conversation or speech and identify how meaning has changed
  • change the tone in which the speech or conversation is presented and discuss how interpretations can also change.

  VCELY426 | Curriculum content | English | Level 8 | Speaking and Listening | Literacy

• VCELY152

  Read texts with familiar structures and features, practising phrasing and fluency, and monitor meaning using concepts about print and emerging phonic, semantic, contextual and grammatical knowledge

  Elaborations

  • navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word
  • reading aloud with attempts at fluency and intonation
  • attempting to work out unknown words by combining contextual, semantic, grammatical and phonic knowledge
  • predicting what might happen on the basis of experience of this kind of text; at the sentence level predicting the meaning on the basis of syntax and word meaning

  VCELY152 | Curriculum content | English | Foundation Level | Reading and Viewing | Literacy

• VCELA432

  Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness

  Elaborations

  • comparing and contrasting vocabulary choices in informative and narrative texts, considering how they are used to create precise information, abstract ideas and/or stylistic interpretations of texts
  • identifying examples of acronyms, abbreviations and proprietary words which are used creatively in texts

  VCELA432 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCELY186

  Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features

  Elaborations

  • using elements in books and screen texts, for example illustrations, diagrams, sound and movement, to support reading
  • making connections between the text and students’ own experiences, and between information in print and images
  • finding key information in a text
  • making inferences about characters’ feelings and motives
  • building knowledge about the topic of the text and learning new vocabulary before and during reading
  • making predictions from the cover, from illustrations and at points in the text before reading on
  • retelling the events or key information in the text orally, in writing and/or through digital or arts media

  VCELY186 | Curriculum content | English | Level 1 | Reading and Viewing | Literacy

• VCELY187

  Read texts with familiar features and structures using developing phrasing, fluency, phonic, semantic, contextual, and grammatical knowledge and emerging text processing strategies, including prediction, monitoring meaning and rereading

  Elaborations

  • using contextual and semantic knowledge to make predictions about a text’s purpose and content
  • combining knowledge of context, meaning, grammar and phonics to decode text
  • recognising most high-frequency sight words when reading text
  • self-correcting when reading does not make sense, using pictures, context, meaning, phonics and grammatical knowledge
  • reading aloud with developing fluency and intonation

  VCELY187 | Curriculum content | English | Level 1 | Reading and Viewing | Literacy

• VCELY222

  Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures

  Elaborations

  • making connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing point of view on a topic
  • making connections between information in print and images
  • building on and using prior knowledge and vocabulary
  • making valid inferences using information in a text and students’ own prior knowledge
  • predicting, asking and answering questions as they read, and summarising and reviewing meaning

  VCELY222 | Curriculum content | English | Level 2 | Reading and Viewing | Literacy

• VCELY221

  Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self-correcting

  Elaborations

  • using prior and learned knowledge and vocabulary to make and confirm predictions when reading text
  • using grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative texts
  • using knowledge of sound–letter relationships and high-frequency sight words when decoding text
  • monitoring own reading and self-correcting when reading does not make sense, using illustrations, context, phonics, grammar knowledge and prior and learned topic knowledge
  • using grammar and meaning to read aloud with fluency and intonation

  VCELY221 | Curriculum content | English | Level 2 | Reading and Viewing | Literacy

• VCELY287

  Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing

  Elaborations

  • reading new and different kinds of texts with the use of established word identification strategies, including knowledge of the topic and of text type together with self monitoring strategies, including rereading, self questioning and pausing, and self correction strategies such as confirming and cross-checking
  • reading aloud with fluency and expression
  • reading a wide range of different types of texts for pleasure

  VCELY287 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCELY318

  Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning

  Elaborations

  • bringing subject and technical vocabulary and concept knowledge to new reading tasks
  • selecting and using texts for their pertinence to the task and the accuracy of their information
  • using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to the topic and task
  • reading a wide range of imaginative, informative and persuasive texts for pleasure and to find and use information

  VCELY318 | Curriculum content | English | Level 5 | Reading and Viewing | Literacy

• VCELY396

  Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing, using body language, voice qualities and other elements to add interest and meaning

  Elaborations

  • preparing a presentation combining print, visual and audio elements to explore and interpret ideas, drawing on knowledge and research about perspectives different from own

  VCELY396 | Curriculum content | English | Level 7 | Speaking and Listening | Literacy