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• VCELT419

  Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects

  Elaborations

  • creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style
  • combining visual and digital elements to create layers of meaning for serious and humorous purposes

  VCELT419 | Curriculum content | English | Level 8 | Writing | Literature

• VCELA371

  Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language

  Elaborations

  • identifying abstract nouns in a response to a literary text, noting those that are similar in meaning and how they demonstrate understanding of features of the text, for example characters

  VCELA371 | Curriculum content | English | Level 7 | Reading and Viewing | Language

• VCELA475

  Understand how to use knowledge of the spelling system to spell unusual and technical words accurately

  Elaborations

  • spelling words based on uncommon Greek and Latin roots, for example 'ec-centric' using the uncommon Latin prefix ec- meaning 'out of'

  VCELA475 | Curriculum content | English | Level 10 | Writing | Language

• VCELY012

  React to a range of texts including visual, audio and print text

  Elaborations

  • experiencing multimodal texts and discussions on their meaning and characteristics
  • using sounds, gesture and facial features in response to their environment
  • reacting to interactions, experiences and activities

  VCELY012 | Curriculum content | English | Level A | Reading and Viewing | Literacy

• VCELY185

  Respond to texts drawn from a range of cultures and experiences

  Elaborations

  • exploring some of the meanings and teachings embedded in Dreaming stories
  • using drawing and writing to depict and comment on people and places beyond their immediate experience

  VCELY185 | Curriculum content | English | Level 1 | Reading and Viewing | Literacy

• VCELY337

  Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences, and present and justify a point of view or recount an experience using interaction skills

  Elaborations

  • asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions

  VCELY337 | Curriculum content | English | Level 5 | Speaking and Listening | Literacy

• VCELY256

  Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking

  Elaborations

  • combining different types of knowledge (for example word knowledge, vocabulary, grammar, phonics) to make decisions about unknown words, reading on, reviewing and summarising meaning
  • analysing the way illustrations help to construct meaning and interpreting different types of illustrations and graphics
  • reading text types from own culture to enhance confidence in building reading strategies
  • reading aloud with fluency and intonation
  • integrating use of sound-letter knowledge, meaning and grammar patterns as well as a range of reading strategies, for example, confirming, rereading and cross-checking, to read a wide variety of text types in guided reading

  VCELY256 | Curriculum content | English | Level 3 | Reading and Viewing | Literacy

• 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

• VCELA392

  Understand how accents, styles of speech and idioms express and create personal and social identities

  Elaborations

  • building a database of local idioms and their meanings, accents and styles of speech for different contexts, exploring the possibilities of these choices in drama and role play, and discussing their connection with personal and social identities
  • developing dialogues authentic to characters in comics, cartoons and animations

  VCELA392 | Curriculum content | English | Level 7 | Speaking and Listening | Language

• VCELA217

  Learn some generalisations for adding suffixes to words

  Elaborations

  • joining discussion about how a suffix affects meaning, for example uncomfortable, older, and division, and investigating the ways words change when suffixes are added, for example, dropping the final 'e' when '-ing' is added

  VCELA217 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELA143

  Recognise that sentences are key units for expressing ideas

  Elaborations

  • learning that word order in sentences is important for meaning (for example 'The boy sat on the dog', 'The dog sat on the boy')
  • creating students' own written texts and reading aloud to the teacher and others

  VCELA143 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA106

  Investigate different forms of texts and the relationship between symbols, images and objects

  Elaborations

  • making meaning from familiar environmental texts, for example a stop or exit sign
  • recognising that texts can be used to outline a series of actions or schedule, for example, a routine, sequence, daily timetable

  VCELA106 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELT365

  Make connections between own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts

  Elaborations

  • recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events

  VCELT365 | Curriculum content | English | Level 6 | Speaking and Listening | Literature

• VCELT418

  Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts

  Elaborations

  • creating and performing scripts for short plays that make use of the affordances of visual, verbal and additional modes (for example music) to create atmosphere, to deepen interpretation of verbal meaning and to enhance the drama of a performance

  VCELT418 | Curriculum content | English | Level 8 | Writing | Literature

• VCELT463

  Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text

  Elaborations

  • looking at a range of short poems, a short story, or extracts from a novel or film to find and discuss examples of how language devices layer meaning and influence the responses of listeners, viewers or readers

  VCELT463 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCELY258

  Analyse how different texts use verb groups to represent different processes (action, thinking, feeling, saying, relating)

  Elaborations

  • exploring how different types of verb groups, for example, action commands in procedures, saying verbs in narratives and relating verbs in information reports, are used to make meaning in different types of texts

  VCELY258 | Curriculum content | English | Level 3 | Reading and Viewing | Literacy

• VCELY412

  Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view

  Elaborations

  • reflecting on content by connecting and comparing information found in a text to knowledge sourced elsewhere
  • determining and applying criteria for evaluating the credibility of a website
  • explaining whether the author conveys meaning adequately, particularly in distinguishing fact from opinion

  VCELY412 | Curriculum content | English | Level 8 | Reading and Viewing | Literacy

• 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

• English | English: Rationale and Aims

  Rationale

  The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate and build relationships...

  Overview material | English

• VCELA303

  Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages

  Elaborations

  • identifying words used in Standard Australian English that are derived from other languages, including Aboriginal and Torres Strait Islander languages, and determining if the original meaning is reflected in English usage, for example kangaroo, tsunami, typhoon, amok, orang-utan
  • identifying commonly used words derived from other cultures

  VCELA303 | Curriculum content | English | Level 4 | Speaking and Listening | Language