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• VCELA165

  Explore how language is used differently at home and school depending on the relationships between people

  Elaborations

  • learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customers
  • learning that we use a different tone and style of language with different people
  • learning to ask relevant questions and to express requests and opinions in ways that suit different contexts

  VCELA165 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELA167

  Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school

  Elaborations

  • engaging in multiple speaking and listening experiences to build vocabulary
  • discussing new vocabulary found in texts
  • bringing vocabulary from personal experiences, relating this to new experiences and building a vocabulary for thinking and talking about school topics

  VCELA167 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELA202

  Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts

  Elaborations

  • learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions

  VCELA202 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• English | English: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | English

• English: Level 3 description

  In Levels 3 and 4, students communicate with peers and teachers from other classes and schools 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 and interpret spoken, written and multimodal texts in which...

  Level description | English

• English: Level 4 description

  In Levels 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

  Students engage with...

  Level description | English

• English: Level 5 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 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

• English | English: Learning in English

  Students develop knowledge, understanding and skills across the strands of Language, Literature and Literacy. Each strand contributes its own distinctive goals, body of knowledge, history of ideas and interests to the study of English. 

  Learning about and using language

  In the Language...

  Overview material | English

• VCELA132

  Use vocabulary in the form of short phrases for a variety of purposes such as to request an object, communicate a need, recount information, or express a feeling

  Elaborations

  • building the vocabulary to label personal interests, experiences and associated objects
  • building vocabulary and images used to label experiences at school including those associated with topics or themes of study

  VCELA132 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELA198

  Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others

  Elaborations

  • recognising how and where signs and symbols are used and placed in students’ school and community
  • learning some signs in Auslan and finding out about ‘Hear a Book’ and Braille technologies for hearing and visually impaired people

  VCELA198 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCELA391

  Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating

  Elaborations

  • exploring languages and dialects through building webcam relationships with schools across Australia and Asia
  • investigating changes in word use and meaning over time and some of the reasons for these changes, for example the influence on spelling and vocabulary of new forms of communication like texting, emoticons and email

  VCELA391 | Curriculum content | English | Level 7 | Speaking and Listening | Language

• VCELT252

  Develop criteria for establishing personal preferences for literature

  Elaborations

  • building a conscious understanding of preference regarding topics and genres of personal interest (for example humorous short stories, school and family stories, mysteries, fantasy and quest, series books)
  • selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of texts

  VCELT252 | Curriculum content | English | Level 3 | Reading and Viewing | Literature

• VCELA024

  Use sounds and facial expressions to affect familiar others

  Elaborations

  • encountering various languages and forms of communication at home, school and in the community
  • experiencing others engaging, communicating and changing things in the world around them
  • reacting to the sounds and voices of familiar others
  • reacting to a range of gestures, signs, images and facial features of familiar others
  • using sounds, noises, gestures, eye gaze etc. to gain attention or request an object, e.g. reaching towards something they want
  • turning towards a communication partner

  VCELA024 | Curriculum content | English | Level A | Speaking and Listening | Language

• VCELA129

  Understand that people communicate in different ways

  Elaborations

  • knowing that people use different communication forms, such as image, voice, facial expressions or sign, to communicate the same intention, for example ‘stop’ as a sign, image or expression
  • recognising that people communicate in different ways
  • learning that English is the spoken language used at school
  • modifying the style (for example, volume, rate or intensity) of communication to suit familiar locations and contexts

  VCELA129 | Curriculum content | English | Level D | Speaking and Listening | Language

• 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

• English | English: Structure

  The English curriculum is organised by language modes and strands.

  Language Modes

  The language modes are interrelated and the learning in one often supports and extends learning of the others. Each content description has been placed in the mode which is the major focus of its learning.

  Classroom...

  Overview material | English