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• VCELA445

  Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes

  Elaborations

  • experimenting with the use of colons and semicolons in expositions and other extended writing to improve precision and clarity of expression
  • investigating instances of colons and semicolons in expository texts and discuss their uses in elaborating on and clarifying ideas in complex sentences

  VCELA445 | Curriculum content | English | Level 9 | Writing | Language

• VCELA452

  Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing

  Elaborations

  • identifying some of the changes in the grammar of English over time, for example from thee and thou to you
  • exploring examples of ‘Globish’ English

  VCELA452 | Curriculum content | English | Level 9 | Speaking and Listening | Language

• VCELA446

  Understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of text

  Elaborations

  • exploring sections of academic and technical texts and analysing the use of abstract nouns to compact and distil information, structure argument and summarise preceding explanations

  VCELA446 | Curriculum content | English | Level 9 | Writing | Language

• VCELA482

  Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve

  Elaborations

  • investigating differences between spoken and written English by comparing the language of conversation and interviews with the written language of print texts
  • experimenting with and incorporating new words and creative inventions in own written and spoken texts
  • understanding how and why spelling became standardised and how conventions have changed over time and continue to change through common usage, the invention of new words and creative combinations of existing words

  VCELA482 | Curriculum content | English | Level 10 | Speaking and Listening | Language

• VCELA483

  Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people

  Elaborations

  • identifying language that seeks to align the listener or reader (for example 'of course', 'obviously', 'as you can imagine')
  • identifying the use of first person (I, we) and second person pronouns (you) to distance or involve the audience, for example in a speech made to a local cultural community
  • identifying references to shared assumptions
  • identifying appeals to shared cultural knowledge, values and beliefs
  • reflecting on experiences of when language includes, distances or marginalises others
  • creating texts that represent personal belief systems (such as credos, statements of ethical judgements, guidelines, letters to the editor and blog entries)

  VCELA483 | Curriculum content | English | Level 10 | Speaking and Listening | Language

• VCELA470

  Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects

  Elaborations

  • analysing and experimenting with combinations of graphics, text and sound in the production of multimodal texts such as documentaries, media reports, online magazines and digital books

  VCELA470 | Curriculum content | English | Level 10 | Writing | Language

• VCELA457

  Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication

  Elaborations

  • considering whether ethical judgments of good, bad, right or wrong are absolute or relative through consideration of texts with varying points of view and through discussion with others
  • interpreting texts by drawing on knowledge of the historical context in which texts were created

  VCELA457 | Curriculum content | English | Level 10 | 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

• VCELA183

  Understand that a letter can represent more than one sound, and that a syllable must contain a vowel sound

  Elaborations

  • recognising that letters can have more than one sound (for example ‘u’ in ‘cut’, ‘put’, ‘use’ and a in ‘cat’, ‘father’, ‘any’)
  • recognising sounds that can be produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’)

  VCELA183 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCELA226

  Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words

  Elaborations

  • drawing on knowledge of high-frequency sight words
  • drawing on knowledge of sound–letter relationships (for example breaking words into syllables and phonemes)
  • using known words in writing and spelling unknown words using developing visual, graphophonic and morphemic knowledge

  VCELA226 | Curriculum content | English | Level 2 | Writing | Language

• VCELA167

  Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school

  Elaborations

  • engaging in multiple speaking and listening experiences to build vocabulary
  • discussing new vocabulary found in texts
  • bringing vocabulary from personal experiences, relating this to new experiences and building a vocabulary for thinking and talking about school topics

  VCELA167 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELA294

  Understand how to use phonic generalisations to identify and write words with more complex letter combinations

  Elaborations

  • using knowledge of complex spelling patterns to read and write words, for example 'bought'

  VCELA294 | Curriculum content | English | Level 4 | Writing | Language

• VCELT285

  Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts

  Elaborations

  • defining spoonerisms, neologisms and puns and exploring how they are used by authors to create a sense of freshness, originality and playfulness
  • discussing poetic language, including unusual adjectival use and how it engages us emotionally and brings to life the poet’s subject matter (for example ‘He grasps the crag with crooked hands’/wee timorous beastie)

  VCELT285 | Curriculum content | English | Level 4 | Reading and Viewing | Literature

• VCELT316

  Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes

  Elaborations

  • discussing how figurative language including simile and metaphor can make use of a comparison between different things, for example ‘My love is like a red, red rose’, ‘Tyger!, Tyger! burning bright, In the forests of the night’, and how by appealing to the imagination, it provides new ways of looking at the world
  • investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment

  VCELT316 | Curriculum content | English | Level 5 | Reading and Viewing | Literature

• VCELT375

  Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry

  Elaborations

  • experiencing the sound and rhythm of poetry and using metalanguage, for example ‘refrain’, ‘chant’ to discuss the layers of meaning that are created

  VCELT375 | Curriculum content | English | Level 7 | Reading and Viewing | Literature

• VCELT437

  Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts

  Elaborations

  • establishing a wide reading list on a particular issue based on personal preference and establishing reasons for the inclusion of these texts

  VCELT437 | Curriculum content | English | Level 9 | Reading and Viewing | Literature

• VCELY268

  Understand the conventions for writing words and sentences using joined letters that are clearly formed and consistent in size

  Elaborations

  • practising how to join letters to construct a fluent handwriting style

  VCELY268 | Curriculum content | English | Level 3 | Writing | 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

• 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

• VCELA235

  Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context

  Elaborations

  • exploring how terms of address are used to signal different kinds of relationships
  • exploring the differences between the language used when giving a presentation and when talking to friends
  • exploring culturally specific greetings and expressions of politeness

  VCELA235 | Curriculum content | English | Level 2 | Speaking and Listening | Language