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• VCELT283

  Describe the effects of ideas, text structures and language features of literary texts

  Elaborations

  • examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her
  • sharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’)

  VCELT283 | Curriculum content | English | Level 4 | Reading and Viewing | 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

• VCELA304

  Understand that social interactions influence the way people engage with ideas and respond to others

  Elaborations

  • recognising that we can use language differently with our friends and families, but that Standard Australian English is typically used in written school texts and more formal contexts
  • recognising that language is adjusted in different contexts, for example in degree of formality when moving between group discussions and presenting a group report
  • understanding how age, status, expertise and familiarity influence the ways in which we interact with people and how these codes and conventions vary across cultures
  • recognising the importance of using inclusive language

  VCELA304 | Curriculum content | English | Level 4 | Speaking and Listening | Language

• VCELA122

  Use, communicate or articulate high-frequency words and reproduce familiar sounds and their letters

  Elaborations

  • identifying the beginning sound of own names and other familiar words
  • using and articulating a range of familiar words
  • repeating short refrains from texts, for example ‘I think I can’, ‘I’m not scared’, ‘Where are you?’
  • identifying some words with the same onset, for example objects that start with the same letter as their name
  • learning to recognize some letter-sound relationships

  VCELA122 | Curriculum content | English | Level D | Writing | Language

• VCELT274

  Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons

  Elaborations

  • reading texts in which Aboriginal and Torres Strait Islander children/young people are the central characters/protagonists and making links to own lives, noting similarities
  • exploring the ways that the same story can be told in many cultures, identifying variations in the storyline and in music (for example ‘The Ramayana’ story which is told to children in India, Indonesia, Thailand, Cambodia, Burma, Laos, Tibet and Malaysia)

  VCELT274 | Curriculum content | English | Level 3 | Speaking and Listening | Literature

• VCELT313

  Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts

  Elaborations

  • describing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptions, can convey information about cultural elements, such as beliefs, traditions and customs
  • identifying variability within cultural contexts in literary texts, recognising the diversity of people’s experiences within a cultural group such as differences in setting and lifestyle between urban and remote Aboriginal and Torres Strait Islander peoples

  VCELT313 | Curriculum content | English | Level 5 | 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

• VCELT440

  Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays

  Elaborations

  • identifying examples of language devices in a range of poems, ballads or poetic extracts, and considering how their use adds to meaning and may also influence the emotional responses of listeners or readers, in varying ways
  • exploring how language devices look or sound in written or spoken texts, how they can be identified, purposes they serve and what effect they might have on how the audience responds
  • taking a particular area of study, a topic or theme and examining how different authors make use of devices like myth, icons and imagery in their work

  VCELT440 | Curriculum content | English | Level 9 | Reading and Viewing | Literature

• VCELY449

  Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features

  Elaborations

  • presenting arguments that advance opinions, justify positions, and make judgments in order to persuade others about issues such the importance of maintaining balance in the biosphere
  • creating imaginative texts with main ideas developed through the interconnections of plot, settings, characters, the changing of chronological order, foreshadowing in written, spoken and digital texts
  • creating informative and argumentative texts with explanations, details and evidence
  • following the structure of an argument which has a series of sequenced and linked paragraphs, beginning with an outline of the stance to be taken, a series of supported points that develop a line of argument, and a conclusion which summarises the main line of argument

  VCELY449 | Curriculum content | English | Level 9 | Writing | Literacy