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• 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

• VCELT173

  Modify familiar texts

  Elaborations

  • changing familiar texts by innovating on elements of text structure, for example replacing rhyming words or substituting verbs with other verbs

  VCELT173 | Curriculum content | English | Foundation Level | Speaking and Listening | Literature

• VCELT229

  Build on familiar texts by experimenting with character, setting or plot

  Elaborations

  • innovating on known narratives in shared or independent writing by changing or adding to details of the characters, setting or plot

  VCELT229 | Curriculum content | English | Level 2 | Writing | Literature

• VCELA270

  Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning

  Elaborations

  • learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately

  VCELA270 | Curriculum content | English | Level 3 | Speaking and Listening | Language

• VCELA038

  Know that an object has a name

  Elaborations

  • pointing towards or naming an object to communicate a choice
  • recognising that single words, signs or switches can communicate a need

  VCELA038 | Curriculum content | English | Level B | Reading and Viewing | Language

• VCELT080

  Recognise familiar texts which share the same character or similar topic or event

  Elaborations

  • learning that texts can share a similar theme or character
  • joining in the chant or rhyme during shared reading

  VCELT080 | Curriculum content | English | Level C | Reading and Viewing | Literature

• VCELY422

  Use a range of software, including word processing programs, to create, edit and publish texts imaginatively

  Elaborations

  • investigating how digital tools or software can enhance a text that was originally print-based

  VCELY422 | Curriculum content | English | Level 8 | Writing | Literacy

• VCELA312

  Understand how to use banks of known words, syllabification, spelling patterns, word origins, base words, prefixes and suffixes, to spell new words, including some uncommon plurals

  Elaborations

  • learning that many complex words were originally hyphenated but have become ‘prefixed’ as in ‘uncommon’, ‘renew’ ‘email’ and ‘refine’
  • talking about how suffixes change over time and new forms are invented to reflect changing attitudes to gender, for example ‘policewoman’, ‘salesperson’; ‘air hostess’/‘steward’ or ‘flight attendant’

  VCELA312 | Curriculum content | English | Level 5 | Reading and Viewing | Language

• VCELY443

  Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts

  Elaborations

  • evaluating techniques used to construct plot and create emotional responses, for example comparison, contrast, exaggeration, juxtaposition, the changing of chronological order, or the expansion and compression of time

  VCELY443 | Curriculum content | English | Level 9 | Reading and Viewing | Literacy

• English: Foundation Level description

  In the Foundation level, students communicate with peers, teachers, known adults, and students from other classes.

  Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some...

  Level description | English

• English: Level D achievement standards - Reading and Viewing

  By the end of Level D, students listen to and view a range of spoken, written and multimodal texts from familiar contexts. They identify the main character and event in an imaginative text. They use visual images to identify the key topic or theme within an informative text. They understand familiar...

  Level description | English | Level D | Reading and Viewing

• VCELA340

  Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts

  Elaborations

  • observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams, and the flow of images in picture books
  • observing how concepts, information and relationships can be represented visually through such images as tables, maps, graphs, diagrams, and icons

  VCELA340 | Curriculum content | English | Level 6 | Reading and Viewing | Language

• VCELA075

  Recognise the use of images to represent an event, object or idea

  Elaborations

  • exploring what information an image tells us
  • learning that words and images can be used to tell a story about an event
  • using images to represent a story or an event

  VCELA075 | Curriculum content | English | Level C | Reading and Viewing | Language

• VCELA179

  Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

  Elaborations

  • talking about effective words that describe a place, person or event
  • learning how a sentence can be made more vivid by adding adjectives, adverbs and unusual verbs

  VCELA179 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCELA225

  Recognise that capital letters signal proper nouns and commas are used to separate items in lists

  Elaborations

  • talking about how a comma can be used to separate two or more elements in a list, for example ‘At the museum they saw a tiger, a dinosaur and two snakes’

  VCELA225 | Curriculum content | English | Level 2 | Writing | Language

• VCELY081

  Explore some familiar texts and images used in the community

  Elaborations

  • exploring the texts, images and objects associated with cultural events.
  • investigating different ways texts can express the same things in different contexts

  VCELY081 | Curriculum content | English | Level C | Reading and Viewing | Literacy

• VCELA130

  Know how to greet and maintain a short interaction with others

  Elaborations

  • intentionally conveying information during a communication exchange
  • changing volume based on the context, for example inside and outside
  • learning to recognise the space required when communicating with another person

  VCELA130 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELT264

  Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features

  Elaborations

  • drawing on literary texts read, viewed and listened to for inspiration and ideas, appropriating language to create mood and characterisation
  • innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel

  VCELT264 | Curriculum content | English | Level 3 | Writing | Literature

• VCELT068

  Assist to modify a text by producing a sound, noise or using an object

  Elaborations

  • producing noises, sound or words to be added to a familiar text during shared text modification
  • assisting in the modifying of a familiar text by selecting an object to be added to the story or object to be changed in a story

  VCELT068 | Curriculum content | English | Level B | Speaking and Listening | Literature

• VCELY286

  Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts

  Elaborations

  • viewing documentaries and news footage from different periods, comparing the style of presentation, including costumes and iconography with contemporary texts on similar topics and tracking changing views on issues, for example war, race, gender

  VCELY286 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy