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• VCELY162

  Understand that sounds in English are represented by upper- and lower-case letters that can be written using learned letter formation patterns for each case

  Elaborations

  • adopting correct posture and pencil grip
  • learning to produce simple handwriting movements
  • following clear demonstrations of how to construct each letter (for example where to start; which direction to write)
  • learning to construct lower-case letters and to combine these into words
  • learning to construct some upper-case letters

  VCELY162 | Curriculum content | English | Foundation Level | Writing | Literacy

• VCELY387

  Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas to a specific audience

  Elaborations

  • compiling a portfolio of texts in a range of modes related to a particular concept, purpose or audience, for example a class anthology of poems or stories
  • using appropriate textual conventions, create scripts for interviews, presentations, advertisements and radio segments
  • writing and delivering presentations with specific rhetorical devices to engage an audience

  VCELY387 | Curriculum content | English | Level 7 | Writing | Literacy

• VCELA263

  Understand how to use letter–sound relationships and less common letter combinations to spell words

  Elaborations

  • using spelling strategies such as: phonological knowledge (for example diphthongs and other ambiguous vowel sounds in more complex words); three-letter clusters (for example 'thr', 'shr', 'squ'); visual knowledge (for example more complex single-syllable homophones such as 'break/brake', 'ate/eight'); morphemic knowledge (for example inflectional endings in single-syllable words, plural and past tense); generalisations (for example to make a word plural when it ends in 's', 'sh', 'ch', or 'z' add 'es'); and using knowledge of how different letters and combinations of letters represent different sounds, including less common combinations, for example, 'dge' after a short vowel as in 'badge', to write words in independent writing

  VCELA263 | Curriculum content | English | Level 3 | Writing | Language

• VCELA216

  Understand that nouns represent people, places, things and ideas and include common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives

  Elaborations

  • exploring texts and identifying nouns that refer to characters, elements of the setting, and ideas
  • exploring illustrations and noun groups/phrases in picture books to identify how the participants have been represented by an illustrator
  • exploring names of people and places and how to write them using capital letters
  • building extended noun groups/phrases that provide a clear description of an item

  VCELA216 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELT241

  Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences

  Elaborations

  • describing features of texts from different cultures including recurring language patterns, style of illustrations, elements of humour or drama, and identifying the features which give rise to their personal preferences
  • connecting the feelings and behaviours of animals in anthropomorphic stories with human emotions and relationships
  • drawing, writing and using digital technologies to capture and communicate favourite characters and events

  VCELT241 | Curriculum content | English | Level 2 | Speaking and Listening | Literature

• VCELT171

  Share feelings and thoughts about the events and characters in texts

  Elaborations

  • talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories
  • using art forms and beginning forms of writing to express personal responses to literature and film experiences
  • talking about people, events and ideas in texts to connect them to their own experiences and to express their own opinions about what is depicted

  VCELT171 | Curriculum content | English | Foundation Level | Speaking and Listening | Literature

• VCELT484

  Reflect on, extend, endorse or refute others’ interpretations of and responses to literature

  Elaborations

  • determining, through debate, whether a text possesses universal qualities and remains relevant
  • presenting arguments based on close textual analysis to support an interpretation of a text, for example writing an essay or creating a set of director’s notes
  • creating personal reading lists in a variety of genres and explain why the texts qualify for inclusion on a particular list
  • reflecting upon and asking questions about interpretations of texts relevant to a student’s cultural background

  VCELT484 | Curriculum content | English | Level 10 | Speaking and Listening | Literature

• VCELY266

  Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose

  Elaborations

  • using print and digital resources to gather information about a topic
  • selecting appropriate text structure for a writing purpose and sequencing content for clarity and audience impact
  • using appropriate simple, compound and complex sentences to express and combine ideas
  • using vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structures to express and combine ideas

  VCELY266 | Curriculum content | English | Level 3 | Writing | Literacy

• VCELT407

  Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities

  Elaborations

  • exploring how some writers use terse and relatively simple language choices while others use more elaborate and complex syntax
  • examining the language patterns, including sentence patterns, in a range of short texts and discussing the effect on readers’ interpretation of these choices
  • writing or speaking about a literary text and outlining the impact of the text on a listener, viewer or reader, for example in a journal in which students reflect on their personal responses and on how language and structural features in the text contribute to its impact
  • discussing, debating and assessing remakes of literary texts and their effectiveness and purpose
  • discussing, debating and assessing book or film series, sequels, prequels, fan fiction sites, tie-in publications or merchandise

  VCELT407 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCELY186

  Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features

  Elaborations

  • using elements in books and screen texts, for example illustrations, diagrams, sound and movement, to support reading
  • making connections between the text and students’ own experiences, and between information in print and images
  • finding key information in a text
  • making inferences about characters’ feelings and motives
  • building knowledge about the topic of the text and learning new vocabulary before and during reading
  • making predictions from the cover, from illustrations and at points in the text before reading on
  • retelling the events or key information in the text orally, in writing and/or through digital or arts media

  VCELY186 | Curriculum content | English | Level 1 | Reading and Viewing | Literacy