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• VCELT419

  Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects

  Elaborations

  • creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style
  • combining visual and digital elements to create layers of meaning for serious and humorous purposes

  VCELT419 | Curriculum content | English | Level 8 | Writing | Literature

• VCELT031

  Respond to texts listened to, viewed or read

  Elaborations

  • experiencing literature in various modes that create different feelings and responses
  • experiencing texts of different genres, including subject matter, form and structure
  • viewing stories from various sources
  • reacting to some images, sounds and action within a text

  VCELT031 | Curriculum content | English | Level A | Speaking and Listening | Literature

• VCELY023

  React to software being used to construct texts that reflect everyday events and activities

  Elaborations

  • experiencing multimedia and text constructing software
  • being exposed to people creating text and images using a range of software, including word-processing programs
  • reacting to images, sounds and text being added to a digital text
  • responding to familiar texture, sound or image during text construction

  VCELY023 | Curriculum content | English | Level A | Writing | Literacy

• VCELY230

  Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

  Elaborations

  • learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
  • sequencing content according to text structure
  • using appropriate simple and compound sentence to express and combine ideas
  • using vocabulary, including technical vocabulary, appropriate to text type and purpose

  VCELY230 | Curriculum content | English | Level 2 | Writing | Literacy

• VCELT219

  Discuss the characters and settings of different texts and explore how language is used to present these features in different ways

  Elaborations

  • describing features of text settings including time, colours used to portray year, season, and place (country or city) and how this impacts on the characters
  • describing plots including beginnings (orientation), how the problem (complication) is introduced and solved (resolution), and considering how these features construct meanings
  • identifying features of imaginary or fantasy texts, for example magic powers, shifts in time
  • investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language used
  • comparing two or more versions of the same story by different authors or from different cultures, describing similarities and differences in authors’ points of view

  VCELT219 | Curriculum content | English | Level 2 | Reading and Viewing | Literature

• VCELA402

  Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning

  Elaborations

  • comprehending a series of static images and combinations of language and images in a picture book, for example title, setting, characters, actions, as well as technical elements including position, size, colour, angle, framing, point of view
  • analysing the relationship between visual elements and text in non-fiction texts such as documentaries, television news, online newspapers and digital magazines

  VCELA402 | Curriculum content | English | Level 8 | Reading and Viewing | Language

• VCELA059

  Use sounds, gestures, images and facial expressions to communicate

  Elaborations

  • responding to their name and the names of familiar people
  • responding consistently to familiar contexts including people, places and objects
  • showing an understanding that sound and action convey meaning
  • contributing to small group discussions by sharing a favourite toy
  • gaining and directing attention, such as turning attention toward the person who is communicating
  • recognising some of the sounds, gestures and facial features of familiar people and contexts
  • reproducing part of a short message by pointing and/or using objects or pictures

  VCELA059 | Curriculum content | English | Level B | Speaking and Listening | 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

• 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

• VCELY160

  Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge

  Elaborations

  • using image-making and beginning writing to represent characters and events in written, film and web-based texts
  • using speaking, writing and drawing to represent and communicate personal responses to ideas and events experienced through texts
  • creating short spoken, written and multimodal observations, recounts and descriptions, extending vocabulary and including some content-specific words in spoken and written texts
  • using beginning concepts about print, sound–letter and word knowledge and punctuation to create short texts

  VCELY160 | Curriculum content | English | Foundation Level | Writing | Literacy

• VCELY288

  Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

  Elaborations

  • making connections between the text and students’ own experience and other texts
  • making connections between information in print and images
  • building and using prior knowledge and vocabulary
  • finding specific literal information
  • asking and answering questions
  • creating mental images
  • finding the main idea of a text
  • inferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and sounds
  • bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting and using texts for their pertinence to the task and the accuracy of their information

  VCELY288 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCELY346

  Select, navigate and read increasingly complex texts for a range of purposes, applying appropriate text processing strategies to recall information and consolidate meaning

  Elaborations

  • bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting, evaluating and using texts for their pertinence to the task and the accuracy of their information
  • using word identification, self-monitoring and self-correcting strategies
  • using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating and using information
  • identifying and using texts for a wide range of purposes, selecting texts by favourite authors and trying new ones

  VCELY346 | Curriculum content | English | Level 6 | Reading and Viewing | Literacy

• VCELY485

  Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage audiences, using organisation patterns, voice and language conventions to present a coherent point...

  Elaborations

  • identifying stereotypes of people, cultures, places, events, and concepts and explaining why they are stereotypes
  • identifying and explaining satirical events, including events in other cultures, for example depictions in political cartoons
  • applying knowledge of spoken, visual, auditory, technical and multimodal resources (for example sound and silence, camera shot types, lighting and colour) in conjunction with verbal resources for varying purposes and contexts
  • selecting subject matter and language to position readers to accept representations of people, events, ideas and information

  VCELY485 | Curriculum content | English | Level 10 | Speaking and Listening | Literacy

• VCELY231

  Reread and edit text for spelling, sentence-boundary punctuation and text structure

  Elaborations

  • reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text
  • checking spelling using a dictionary
  • checking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks
  • making significant changes to their texts using a word processing program ( for example add, delete or move sentences)

  VCELY231 | Curriculum content | English | Level 2 | Writing | Literacy

• 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

• 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

• VCELT454

  Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context

  Elaborations

  • reflecting on and discussing responses to literature including plot events, setting details, characterisation, themes, structure and language devices used to achieve particular effects, and collaboratively formulating a list of factors that characterise merit
  • discussing, debating and evaluating the cinematic qualities and success of a film or new versions of a film
  • exploring the ways that context has shaped the representation of particular cultures, such as through the analysis of differing viewpoints in texts about different cultures or by comparing the ways texts from different periods reveal differences in viewpoints (for example differences in the portrayal of migrants in traditional and more contemporary literature)

  VCELT454 | Curriculum content | English | Level 9 | Speaking and Listening | Literature

• 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

• 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