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• English | English: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | English

• 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

• 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

• VCELA072

  Know that successive pages or images in a book or on a screen present a story in sequence

  Elaborations

  • learning that images tell us about the text
  • recognising consistent characters in the images within a text
  • knowing that a book has a front, back and right way up
  • recognising and using the icons to 'turn' successive pages in a digital text

  VCELA072 | Curriculum content | English | Level C | Reading and Viewing | Language

• VCELT124

  Retell familiar text or event by sequencing images and simple statements

  Elaborations

  • identifying key images of a story
  • using two to three images in sequence to retell an event or familiar text

  VCELT124 | Curriculum content | English | Level D | Writing | Literature

• VCELA311

  Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations

  Elaborations

  • interpreting narrative texts told as wordless picture books
  • identifying and comparing sequences of images revealed through different hyperlink choices

  VCELA311 | Curriculum content | English | Level 5 | Reading and Viewing | Language

• VCELY338

  Participate in informal debates and plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

  Elaborations

  • planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding

  VCELY338 | Curriculum content | English | Level 5 | Speaking and Listening | Literacy

• VCELY456

  Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes

  Elaborations

  • using graphics and text animations to accompany spoken text, for example presenting a news item suitable for a current affairs program that aligns image to spoken text, or establishing humour by creating a disjunct between sound, image and spoken text

  VCELY456 | Curriculum content | English | Level 9 | Speaking and Listening | Literacy

• VCELY276

  Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume

  Elaborations

  • drawing on relevant research into a topic to prepare an oral or multimodal presentation, using devices such as storyboards to plan the sequence of ideas and information

  VCELY276 | Curriculum content | English | Level 3 | Speaking and Listening | Literacy

• VCELY367

  Participate in formal and informal debates and plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis

  Elaborations

  • using technologies to collaboratively prepare a humorous, dynamic group view on a debatable topic, such as ‘Kids should be allowed to read and view what they like,’ to be presented to teachers and parents

  VCELY367 | Curriculum content | English | Level 6 | Speaking and Listening | Literacy

• VCELY396

  Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing, using body language, voice qualities and other elements to add interest and meaning

  Elaborations

  • preparing a presentation combining print, visual and audio elements to explore and interpret ideas, drawing on knowledge and research about perspectives different from own

  VCELY396 | Curriculum content | English | Level 7 | Speaking and Listening | Literacy

• VCELY427

  Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints, using voice and language conventions to suit different situations, modulating voice and incorporating elements for specific effects

  Elaborations

  • creating texts that express views and values other than own
  • researching subject matter on social issues and/or relationships and presenting ideas in particular ways to appeal to different audiences

  VCELY427 | Curriculum content | English | Level 8 | Speaking and Listening | Literacy

• VCELY486

  Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action, speaking clearly and using logic, imagery and rhetorical devices in order to engage audiences

  Elaborations

  • using assumptions about listeners, viewers and readers to try to position them to accept a particular point of view

  VCELY486 | Curriculum content | English | Level 10 | Speaking and Listening | Literacy

• English: Level D achievement standards - Speaking and Listening

  Students listen to and use spoken language to acknowledge and answer a person who communicates with them, giving a response of up to three words. Students use some social conventions during social interaction, such as making eye contact, show some understanding of turn taking, use appropriate...

  Level description | English | Level D | Speaking and Listening

• English: Level 3 achievement standards - Speaking and Listening

  Students listen to others’ views and respond appropriately using interaction skills. They understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. They create a range of texts for familiar and...

  Level description | English | Level 3 | Speaking and Listening

• English: Level 5 achievement standards - Speaking and Listening

  Students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes...

  Level description | English | Level 5 | Speaking and Listening

• VCELY269

  Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements

  Elaborations

  • using features of relevant technologies to plan, sequence, compose and edit multimodal texts

  VCELY269 | Curriculum content | English | Level 3 | Writing | Literacy

• English: Level D achievement standards - Writing

  When writing, students produce ‘text-like’ writing to convey meaning and label images. They trace letter-like patterns moving left to right across a page. They have a preferred writing hand and hold a pencil to trace over lines, shapes and patterns with some accuracy. They colour within a clearly...

  Level description | English | Level D | Writing

• VCELT089

  Retell an event or familiar text through images and illustrations

  Elaborations

  • labelling images from a familiar text or event
  • learning to sequence images to retell a significant event or routine

  VCELT089 | Curriculum content | English | Level C | Writing | Literature

• VCELY083

  Use images within text to identify key objects and events

  Elaborations

  • using images to select a text to be read or viewed
  • learning to sequence images to demonstrate an understanding of a text that has been listened to or viewed

  VCELY083 | Curriculum content | English | Level C | Reading and Viewing | Literacy