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• VCELY467

  Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences

  Elaborations

  • skim reading sections of a persuasive text to identify the main contention, key arguments in linked paragraphs and supporting evidence in order to locate points for building rebuttal or counter argument

  VCELY467 | Curriculum content | English | Level 10 | Reading and Viewing | Literacy

• VCELY485

  Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage audiences, using organisation patterns, voice and language conventions to present a coherent point...

  Elaborations

  • identifying stereotypes of people, cultures, places, events, and concepts and explaining why they are stereotypes
  • identifying and explaining satirical events, including events in other cultures, for example depictions in political cartoons
  • applying knowledge of spoken, visual, auditory, technical and multimodal resources (for example sound and silence, camera shot types, lighting and colour) in conjunction with verbal resources for varying purposes and contexts
  • selecting subject matter and language to position readers to accept representations of people, events, ideas and information

  VCELY485 | Curriculum content | English | Level 10 | Speaking and Listening | Literacy

• VCELY469

  Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence

  Elaborations

  • identifying the meaning of an increasing range of subtle vocabulary, for example inferring the different connotations of words in advertising texts from other cultures

  VCELY469 | Curriculum content | English | Level 10 | Reading and Viewing | Literacy

• VCELY486

  Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action, speaking clearly and using logic, imagery and rhetorical devices in order to engage audiences

  Elaborations

  • using assumptions about listeners, viewers and readers to try to position them to accept a particular point of view

  VCELY486 | Curriculum content | English | Level 10 | Speaking and Listening | Literacy

• VCELY466

  Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices

  Elaborations

  • considering ethical positions across more than one culture as represented in text and consider the similarities and differences
  • questioning the representation of stereotypes of people, cultures, places, events and concepts, and expressing views on the appropriateness of these representations
  • identifying and explaining satirical events, including events in other cultures, for example depictions in political cartoons
  • identifying and evaluating poetic, lyrical language in the depiction of people, culture, places, events, things and concepts in texts
  • analysing the ways socio-cultural values, attitudes and beliefs are presented in texts by comparing the ways news is reported in commercial media and Aboriginal and Torres Strait Islander media

  VCELY466 | Curriculum content | English | Level 10 | Reading and Viewing | Literacy

• VCELY468

  Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts

  Elaborations

  • assessing the impact of hyperlinked text in a website’s navigation
  • using appropriate metalanguage associated with digital technologies to analyse reading pathways on websites

  VCELY468 | Curriculum content | English | Level 10 | Reading and Viewing | 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

• VCELY211

  Make short presentations, speaking clearly and using appropriate voice and pace, and using some introduced text structures and language

  Elaborations

  • reporting the results of group discussions
  • providing simple explanations about how to do or make something
  • giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume and using extended vocabulary and a growing knowledge of content-specific words

  VCELY211 | Curriculum content | English | Level 1 | Speaking and Listening | Literacy

• VCELY275

  Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications

  Elaborations

  • participating in collaborative discussions, building on and connecting ideas and opinions expressed by others, and checking own understanding against group views

  VCELY275 | Curriculum content | English | Level 3 | Speaking and Listening | Literacy

• VCELY232

  Write words and sentences legibly using upper- and lower-case letters that are applied with growing fluency using an appropriate pen/pencil grip and body position

  Elaborations

  • using correct pencil grip and posture
  • writing sentences legibly and fluently using unjoined print script of consistent size

  VCELY232 | Curriculum content | English | Level 2 | Writing | Literacy

• VCELY276

  Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume

  Elaborations

  • drawing on relevant research into a topic to prepare an oral or multimodal presentation, using devices such as storyboards to plan the sequence of ideas and information

  VCELY276 | Curriculum content | English | Level 3 | Speaking and Listening | Literacy

• VCELY230

  Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

  Elaborations

  • learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
  • sequencing content according to text structure
  • using appropriate simple and compound sentence to express and combine ideas
  • using vocabulary, including technical vocabulary, appropriate to text type and purpose

  VCELY230 | Curriculum content | English | Level 2 | Writing | Literacy

• VCELY210

  Engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and questions, taking turns and recognising the contributions of others

  Elaborations

  • listening for details in spoken informative texts
  • participating in informal and structured class, group and pair discussions about content area topics, ideas and information
  • speaking clearly and with appropriate volume
  • interacting confidently and appropriately with peers, teachers, visitors and community members
  • learning to value listening, questioning and positive body language and understanding that different cultures may approach these differently
  • formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions

  VCELY210 | Curriculum content | English | Level 1 | Speaking and Listening | Literacy

• VCELY153

  Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

  Elaborations

  • talking about the meanings in texts listened to, viewed and read
  • visualising elements in a text (for example drawing an event or character from a text read aloud)
  • providing a simple, correctly-sequenced retelling of narrative texts
  • relating one or two key facts from informative texts
  • finding a key word in a text to answer a literal question
  • making links between events in a text and students’ own experiences
  • making an inference about a character's feelings
  • discussing and sequencing events in stories
  • drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical

  VCELY153 | Curriculum content | English | Foundation Level | Reading and Viewing | Literacy

• VCELY233

  Construct texts featuring print, visual and audio elements using software, including word processing programs

  Elaborations

  • experimenting with and combining elements of software programs to create texts

  VCELY233 | Curriculum content | English | Level 2 | Writing | Literacy

• VCELY231

  Reread and edit text for spelling, sentence-boundary punctuation and text structure

  Elaborations

  • reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text
  • checking spelling using a dictionary
  • checking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks
  • making significant changes to their texts using a word processing program ( for example add, delete or move sentences)

  VCELY231 | Curriculum content | English | Level 2 | Writing | Literacy

• VCELY319

  Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources

  Elaborations

  • using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources and summarising information from several sources

  VCELY319 | Curriculum content | English | Level 5 | Reading and Viewing | Literacy

• VCELY140

  Deliver short oral presentation about an object or event of interest that identifies some of its key characteristics

  Elaborations

  • identifying and sharing some ideas with a small group
  • sharing a simple retelling of a recent significant event

  VCELY140 | Curriculum content | English | Level D | Speaking and Listening | Literacy

• VCELY289

  Compare and evaluate two texts presenting the same ideas and analyse why one is more comprehensible or engaging than the other

  Elaborations

  • describing the language which different authors use to create imaginary worlds
  • comparing how textual features such as headings, sub-headings, bold type and graphic organisers are used to order and present information

  VCELY289 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCELY320

  Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text

  Elaborations

  • identifying the text structures and language features used in information reports, for example definitions, organising ideas, part/whole and general/specific relationships, and considering how these meet the purpose of the text

  VCELY320 | Curriculum content | English | Level 5 | Reading and Viewing | Literacy