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• VCELY299

  Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features

  Elaborations

  • using research from print and digital resources to gather ideas, integrating information from a range of sources, selecting text structure and planning how to group ideas into paragraphs to sequence content, and choosing vocabulary to suit topic and communication purpose
  • using appropriate simple, compound and complex sentences to express and combine ideas
  • using grammatical features including different types of verb groups/phrases, noun groups/phrases, adverb groups/phrases and prepositional phrases for effective descriptions as related to purpose and context (for example, development of a character’s actions or a description in a report)

  VCELY299 | Curriculum content | English | Level 4 | Writing | Literacy

• VCELT464

  Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts

  Elaborations

  • using terms associated with literary text analysis (for example narrative, characters, poetry, figurative language, symbolism, soundtrack) when evaluating aspects that are valued and that contain aesthetic qualities
  • writing or speaking about how effectively the author constructed the text and engaged and sustained the reader’s/viewer’s/listener’s personal interest

  VCELT464 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• English: Level 6 description

  In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

  Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret...

  Level description | English

• English: Level 7 description

  In Levels 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional...

  Level description | English

• English: Level 8 description

  In Levels 7 and 8, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and...

  Level description | English

• VCELA309

  Understand how texts vary in purpose, structure and topic as well as the degree of formality

  Elaborations

  • becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative text and how they can be composed and presented in written, digital and multimedia forms

  VCELA309 | Curriculum content | English | Level 5 | Reading and Viewing | Language

• VCELA239

  Identify all Standard Australian English phonemes, including short and long vowels, separate sounds in clusters

  Elaborations

  • listening for and recognising different sounds in words during shared reading and read alouds including short vowels ('a' as in can), long vowels ('o' as in pony) and separate sounds in letter clusters ('s-t-r' in strap)

  VCELA239 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCELA107

  Identify some of the features of text such as digital/screen layout or the features of a book cover

  Elaborations

  • learning that an idea can be represented in different ways, for example a word, a picture, an image
  • identifying the topic of a book from the image on the cover
  • using an icon image to select a digital text

  VCELA107 | Curriculum content | English | Level D | 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

• VCELT408

  Identify and evaluate devices that create tone in literary texts, including humour, wordplay, innuendo and parody

  Elaborations

  • understanding that tone (serious, bitter, sincere, amused) indicates attitude to the subject and to readers/listeners, who can identify or judge tone through past experience and language clues in the text

  VCELT408 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCELY091

  Review choices made during shared construction of personalised multimodal texts during shared review

  Elaborations

  • using the delete button when editing own typing
  • making suggestions on what can change during a shared editing session, for example image, sound clip from a selection of options

  VCELY091 | Curriculum content | English | Level C | Writing | Literacy

• VCELA362

  Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English

  Elaborations

  • recognising that there are more than 150 Aboriginal languages and two Torres Strait Islander languages and that they relate to geographic areas in Australia
  • recognising that all languages and dialects are of equal value, although we use different ones in different contexts, for example the use of Standard Australian English, Aboriginal English and forms of Creole used by some Torres Strait Islander groups and some of Australia’s near neighbours

  VCELA362 | Curriculum content | English | Level 6 | Speaking and Listening | Language

• VCELY210

  Engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and questions, taking turns and recognising the contributions of others

  Elaborations

  • listening for details in spoken informative texts
  • participating in informal and structured class, group and pair discussions about content area topics, ideas and information
  • speaking clearly and with appropriate volume
  • interacting confidently and appropriately with peers, teachers, visitors and community members
  • learning to value listening, questioning and positive body language and understanding that different cultures may approach these differently
  • formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions

  VCELY210 | Curriculum content | English | Level 1 | Speaking and Listening | Literacy

• VCELA016

  React to different sounds, and words, and respond to visual text

  Elaborations

  • encountering various types of text, genre and modes and their structure and organisation
  • reacting to objects and events within the environment
  • exploring how sounds stop and start, and can be long or short
  • responding to familiar people and objects, for example acknowledgement by looking at, or reaching towards, a desired object

  VCELA016 | Curriculum content | English | Level A | Writing | Language

• VCELA280

  Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity

  Elaborations

  • investigating in texts how adverb group/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state (for example, ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place)’

  VCELA280 | Curriculum content | English | Level 4 | Reading and Viewing | Language

• VCELA003

  Experience sentences being used to express ideas and information and responds to different words, sounds and noise

  Elaborations

  • experiencing sentences being communicated in different modes to express ideas, e.g. words, keywords, visuals, or sign
  • turning attention towards the spoken word of a familiar other
  • exploring how noises stop and start and can be long or short
  • tracking images, actions and objects moving horizontally and vertically

  VCELA003 | Curriculum content | English | Level A | Reading and Viewing | Language

• VCELA248

  Identify the effect on audiences of techniques, including shot size, vertical camera angle and layout in picture books, advertisements and film segments

  Elaborations

  • noting how the relationship between characters can be depicted in illustrations through the positioning of the characters (for example facing each other or facing away from each other), the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gesture
  • observing how images construct a relationship with the viewer through such strategies as: direct gaze into the viewer's eyes, inviting involvement, and how close ups are more engaging than distanced images, which can suggest alienation or loneliness

  VCELA248 | Curriculum content | English | Level 3 | Reading and Viewing | Language

• VCELT435

  Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts

  Elaborations

  • exploring and reflecting on representations of values (for example love, freedom, integrity) in literature drawn from cultures and times different from their own
  • exploring and reflecting on personal understanding of the world and human experience, interpreted in literature drawn from cultures and times different from the students’ own
  • reviewing historical fiction or nonfiction written by and about the peoples of Asia
  • analysing literary texts created by and about Aboriginal and Torres Strait Islander peoples (including documentaries, picture books, print texts and other multimodal texts) and also texts including film produced by and about peoples of Asian background, and considering the different ways these texts represent people, places, things and issues

  VCELT435 | Curriculum content | English | Level 9 | Reading and Viewing | Literature

• VCELY466

  Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices

  Elaborations

  • considering ethical positions across more than one culture as represented in text and consider the similarities and differences
  • questioning the representation of stereotypes of people, cultures, places, events and concepts, and expressing views on the appropriateness of these representations
  • identifying and explaining satirical events, including events in other cultures, for example depictions in political cartoons
  • identifying and evaluating poetic, lyrical language in the depiction of people, culture, places, events, things and concepts in texts
  • analysing the ways socio-cultural values, attitudes and beliefs are presented in texts by comparing the ways news is reported in commercial media and Aboriginal and Torres Strait Islander media

  VCELY466 | Curriculum content | English | Level 10 | Reading and Viewing | Literacy

• 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