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Result list

• VCELA429

  Understand that authors innovate with text structures and language for specific purposes and effects

  Elaborations

  • experimenting with ways to present personal viewpoints through innovating with texts

  VCELA429 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCELA434

  Understand how spelling is used creatively in texts for particular effects

  Elaborations

  • identifying examples of spelling used to create characterisation and humour, and to represent accents and styles of speech

  VCELA434 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCELA471

  Understand conventions for citing others, and how to reference these in different ways

  Elaborations

  • understanding who to cite in essays, reviews and academic assignments and when it is appropriate to use direct quotations or to report sources more generally

  VCELA471 | Curriculum content | English | Level 10 | Writing | Language

• VCELA200

  Understand that there are different ways of asking for information, making offers and giving commands

  Elaborations

  • learning the difference between questions and statements, requests and commands
  • learning about different types of questions including closed and open questions and ‘where’, ‘what’, ‘who’ and ‘why’ questions

  VCELA200 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCELA353

  Understand how to use phonic knowledge and accumulated understandings about blending, letter–sound relationships, common and uncommon letter patterns and phonic generalisations to recognise and write increasingly complex words

  Elaborations

  • spelling increasingly complex words using understanding of common letter patterns, for example 'pneumonia'

  VCELA353 | Curriculum content | English | Level 6 | Writing | Language

• VCELA121

  Copy own name and recognise some of the letters within it, and understand that pausing is presented as a full stop in written text

  Elaborations

  • learning that each letter has two symbols, a capital and lowercase symbol
  • recognising the capital letter of their name in other contexts
  • understanding what a full stop looks like
  • locating full stops in text

  VCELA121 | Curriculum content | English | Level D | Writing | 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

• VCELA237

  Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose

  Elaborations

  • interpreting new terminology drawing on prior knowledge, analogies and connections with known words

  VCELA237 | Curriculum content | English | Level 2 | 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

• VCELA164

  Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community

  Elaborations

  • learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language
  • recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages

  VCELA164 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELA224

  Understand how texts are made cohesive by the use of resources, including word associations, synonyms, and antonyms

  Elaborations

  • exploring how texts develop their themes and ideas, building information by connecting similar and contrasting dissimilar things
  • mapping examples of word associations in texts, for example words that refer to the main character

  VCELA224 | Curriculum content | English | Level 2 | Writing | Language

• VCELA212

  Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose

  Elaborations

  • identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and images
  • becoming familiar with the typical stages of text types, for example simple narratives, instructions and expositions

  VCELA212 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELA270

  Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning

  Elaborations

  • learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately

  VCELA270 | Curriculum content | English | Level 3 | Speaking and Listening | Language

• VCELA262

  Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense

  Elaborations

  • identifying different types of verbs and the way they add meaning to a sentence
  • exploring action and saying verbs in narrative texts to show how they give information about what characters do and say
  • exploring the use of sensing verbs and how they allow readers to know what characters think and feel
  • exploring the use of relating verbs in constructing definitions and descriptions
  • learning how time is represented through the tense of a verb and other structural, language and visual features

  VCELA262 | Curriculum content | English | Level 3 | Writing | Language

• VCELA263

  Understand how to use letter–sound relationships and less common letter combinations to spell words

  Elaborations

  • using spelling strategies such as: phonological knowledge (for example diphthongs and other ambiguous vowel sounds in more complex words); three-letter clusters (for example 'thr', 'shr', 'squ'); visual knowledge (for example more complex single-syllable homophones such as 'break/brake', 'ate/eight'); morphemic knowledge (for example inflectional endings in single-syllable words, plural and past tense); generalisations (for example to make a word plural when it ends in 's', 'sh', 'ch', or 'z' add 'es'); and using knowledge of how different letters and combinations of letters represent different sounds, including less common combinations, for example, 'dge' after a short vowel as in 'badge', to write words in independent writing

  VCELA263 | Curriculum content | English | Level 3 | Writing | Language

• VCELA280

  Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity

  Elaborations

  • investigating in texts how adverb group/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state (for example, ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place)’

  VCELA280 | Curriculum content | English | Level 4 | Reading and Viewing | Language

• VCELA292

  Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases

  Elaborations

  • creating richer, more specific descriptions through the use of noun groups/phrases (for example, in narrative texts, ‘their very old Siamese cat’; in reports, 'its extremely high mountain ranges')

  VCELA292 | Curriculum content | English | Level 4 | Writing | Language

• VCELA290

  Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives

  Elaborations

  • knowing how authors construct texts that are cohesive and coherent by using pronouns that link to something previously mentioned, determiners (for example 'this', 'that', 'these', 'those', 'the'), text connectives that create links between sentences (for example 'however', 'therefore', 'nevertheless', 'in addition', 'by contrast', 'in summary')
  • identifying how participants are tracked through a text by, for example, using pronouns to refer back to noun groups/phrases
  • describing how text connectives link sections of a text providing sequences through time, for example ‘firstly’, ‘then’, ‘next’, and ‘finally’

  VCELA290 | Curriculum content | English | Level 4 | Writing | Language

• VCELA323

  Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause

  Elaborations

  • 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.')

  VCELA323 | Curriculum content | English | Level 5 | Writing | Language

• VCELA321

  Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold

  Elaborations

  • observing how writers use the beginning of a sentence to signal to the reader how the text is developing (for example 'Snakes are reptiles. They have scales and no legs. Many snakes are poisonous. However, in Australia they are protected')

  VCELA321 | Curriculum content | English | Level 5 | Writing | Language