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• VCELT078

  Recognise key events in texts which reflect personal and familiar experiences

  Elaborations

  • viewing stories by different storytellers using online and interactive sources
  • engaging with texts that reflect personal and community events
  • recognising the start and ending of a text

  VCELT078 | Curriculum content | English | Level C | Reading and Viewing | Literature

• VCELA261

  Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement

  Elaborations

  • knowing that a clause is basically a group of words that contains a verb
  • knowing that, in terms of meaning, a basic clause represents: what is happening; who or what is participating, and the surrounding circumstances

  VCELA261 | Curriculum content | English | Level 3 | 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

• VCELT408

  Identify and evaluate devices that create tone in literary texts, including humour, wordplay, innuendo and parody

  Elaborations

  • understanding that tone (serious, bitter, sincere, amused) indicates attitude to the subject and to readers/listeners, who can identify or judge tone through past experience and language clues in the text

  VCELT408 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCELT476

  Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts

  Elaborations

  • creating texts which draw on own experience of other texts and which have a personal aesthetic appeal
  • reflect on the authors who have influenced own aesthetic style and evaluate their impact

  VCELT476 | Curriculum content | English | Level 10 | Writing | Literature

• VCELT265

  Create texts that adapt language features and patterns encountered in literary texts

  Elaborations

  • creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text
  • creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world

  VCELT265 | Curriculum content | English | Level 3 | Writing | Literature

• VCELT343

  Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style

  Elaborations

  • exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures and visual techniques in sophisticated picture books

  VCELT343 | Curriculum content | English | Level 6 | Reading and Viewing | Literature

• 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

• VCELT462

  Evaluate the social, moral and ethical positions represented in texts

  Elaborations

  • identifying and analysing ethical positions on a current issue debated in blogs or online discussion forums, including values and/or principles involved and the strengths and weaknesses of the position in the context of the issue

  VCELT462 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCELY411

  Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts

  Elaborations

  • identifying the meaning of a wide range of words, including technical and literary language in various contexts
  • using print and digital/online thesauruses and dictionaries of synonyms, antonyms and homonyms and subject-specific dictionaries

  VCELY411 | Curriculum content | English | Level 8 | Reading and Viewing | Literacy

• VCELT206

  Express preferences for specific texts and authors and listen to the opinions of others

  Elaborations

  • sharing favourite texts and authors and some reasons for preferences
  • discussing different texts and considering what is entertaining or appealing
  • using arts methods and role play to express personal responses to characters and events in stories
  • identifying who is telling the story in different texts

  VCELT206 | Curriculum content | English | Level 1 | Speaking and Listening | Literature

• VCELA024

  Use sounds and facial expressions to affect familiar others

  Elaborations

  • encountering various languages and forms of communication at home, school and in the community
  • experiencing others engaging, communicating and changing things in the world around them
  • reacting to the sounds and voices of familiar others
  • reacting to a range of gestures, signs, images and facial features of familiar others
  • using sounds, noises, gestures, eye gaze etc. to gain attention or request an object, e.g. reaching towards something they want
  • turning towards a communication partner

  VCELA024 | Curriculum content | English | Level A | Speaking and Listening | Language

• VCELA129

  Understand that people communicate in different ways

  Elaborations

  • knowing that people use different communication forms, such as image, voice, facial expressions or sign, to communicate the same intention, for example ‘stop’ as a sign, image or expression
  • recognising that people communicate in different ways
  • learning that English is the spoken language used at school
  • modifying the style (for example, volume, rate or intensity) of communication to suit familiar locations and contexts

  VCELA129 | Curriculum content | English | Level D | Speaking and Listening | Language

• English | English: Learning in English

  Students develop knowledge, understanding and skills across the strands of Language, Literature and Literacy. Each strand contributes its own distinctive goals, body of knowledge, history of ideas and interests to the study of English. 

  Learning about and using language

  In the Language...

  Overview material | English

• VCELA453

  Understand that roles and relationships are developed and challenged through language and interpersonal skills

  Elaborations

  • identifying the various communities to which students belong and how language reinforces membership of these communities (the intimate language of family members, the jargon of teenage groups, the technicality of some online communities, the language specific to recreational groups, the interaction patterns of the classroom, the commonalities in migrant and cultural groups)

  VCELA453 | Curriculum content | English | Level 9 | Speaking and Listening | Language

• VCELT240

  Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created

  Elaborations

  • exploring iconography of Aboriginal and Torres Strait Islander cultures
  • recognising recurring characters, settings and themes in Dreaming stories experienced through texts, films and online sources
  • discussing moral and teaching stories from varied cultures, identifying and comparing their central messages

  VCELT240 | Curriculum content | English | Level 2 | Speaking and Listening | Literature

• 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

• VCELA339

  Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects

  Elaborations

  • exploring a range of everyday, community, literary and informative texts discussing elements of text structure and language features and comparing the overall structure and effect of authors’ choices in two or more texts
  • examining different works by an author who specialises in humour or pathos to identify strategies such as exaggeration and character embarrassment to amuse and to offer insights into characters’ feelings, so building empathy with their points of view and concern for their welfare

  VCELA339 | Curriculum content | English | Level 6 | Reading and Viewing | Language

• VCELA059

  Use sounds, gestures, images and facial expressions to communicate

  Elaborations

  • responding to their name and the names of familiar people
  • responding consistently to familiar contexts including people, places and objects
  • showing an understanding that sound and action convey meaning
  • contributing to small group discussions by sharing a favourite toy
  • gaining and directing attention, such as turning attention toward the person who is communicating
  • recognising some of the sounds, gestures and facial features of familiar people and contexts
  • reproducing part of a short message by pointing and/or using objects or pictures

  VCELA059 | Curriculum content | English | Level B | Speaking and Listening | Language

• VCELA402

  Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning

  Elaborations

  • comprehending a series of static images and combinations of language and images in a picture book, for example title, setting, characters, actions, as well as technical elements including position, size, colour, angle, framing, point of view
  • analysing the relationship between visual elements and text in non-fiction texts such as documentaries, television news, online newspapers and digital magazines

  VCELA402 | Curriculum content | English | Level 8 | Reading and Viewing | Language