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• 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

• VCELA036

  Recognise that texts can have many forms, can use images, objects and symbols

  Elaborations

  • beginning to understand that multimodal texts may include symbols, images and objects
  • recognising some photographs, images and objects in a text

  VCELA036 | Curriculum content | English | Level B | Reading and Viewing | Language

• VCELT315

  Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses

  Elaborations

  • identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement
  • examining texts written from different narrative points of view and discussing what information the audience can access, how this impacts on the audience’s sympathies, and why an author might choose a particular narrative point of view
  • examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response

  VCELT315 | Curriculum content | English | Level 5 | Reading and Viewing | Literature

• VCELA061

  Demonstrate a number of ways to indicate a choice

  Elaborations

  • selecting a preferred object, or requesting a drink through gestures, facial expressions, sounds and movements
  • learning that gestures can indicate needs or choices, for example reaches towards a familiar person/object

  VCELA061 | Curriculum content | English | Level B | Speaking and Listening | Language

• VCELA430

  Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas

  Elaborations

  • sequencing and developing an argument using basic language structures that suggest conclusions (‘therefore’, ‘thus’ and ‘so’) or give reasons (‘since’, ‘because’) or suggest conditionals (‘if’… ‘then’)

  VCELA430 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCELA198

  Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others

  Elaborations

  • recognising how and where signs and symbols are used and placed in students’ school and community
  • learning some signs in Auslan and finding out about ‘Hear a Book’ and Braille technologies for hearing and visually impaired people

  VCELA198 | Curriculum content | English | Level 1 | 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

• 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

• VCELT373

  Discuss aspects of texts, including their aesthetic and social value, using relevant and appropriate metalanguage

  Elaborations

  • investigating how a text written about a social issue, for example racism, may have contributed to social change

  VCELT373 | Curriculum content | English | Level 7 | Reading and Viewing | Literature

• English: Level B description

  In Level B, students communicate with peers, teachers and known adults. Opportunities are provided for students to explore English knowledge, understanding, skills and processes through everyday experiences, personal interests and significant events. Students begin to understand that communication...

  Level description | English

• VCELA424

  Understand how conventions of speech adopted by communities influence the identities of people in those communities

  Elaborations

  • understanding that our use of language helps to create different identities, for example teenage groups and sportspeople have adopted particular words or ways of speaking

  VCELA424 | Curriculum content | English | Level 8 | Speaking and Listening | Language

• VCELT253

  Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative

  Elaborations

  • identifying and discussing the use of descriptive adjectives (‘in the middle of a vast, bare plain’) to establish setting and atmosphere (‘the castle loomed dark and forbidding’) and to draw readers into events that follow
  • discussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’

  VCELT253 | Curriculum content | English | Level 3 | Reading and Viewing | Literature

• 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

• VCELT372

  Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts

  Elaborations

  • identifying stereotypes, prejudice and oversimplifications in texts
  • exploring ethical issues in literary texts drawing on a range of examples from the texts to illustrate and substantiate the views expressed

  VCELT372 | Curriculum content | English | Level 7 | Reading and Viewing | Literature

• VCELT403

  Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups

  Elaborations

  • investigating texts about Aboriginal and Torres Strait Islander history from different sources and explaining differing viewpoints
  • comparing attitudes and ideas in texts drawn from contexts that are different to one's own

  VCELT403 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• 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