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• VCELA392

  Understand how accents, styles of speech and idioms express and create personal and social identities

  Elaborations

  • building a database of local idioms and their meanings, accents and styles of speech for different contexts, exploring the possibilities of these choices in drama and role play, and discussing their connection with personal and social identities
  • developing dialogues authentic to characters in comics, cartoons and animations

  VCELA392 | Curriculum content | English | Level 7 | Speaking and Listening | Language

• VCELA424

  Understand how conventions of speech adopted by communities influence the identities of people in those communities

  Elaborations

  • understanding that our use of language helps to create different identities, for example teenage groups and sportspeople have adopted particular words or ways of speaking

  VCELA424 | Curriculum content | English | Level 8 | Speaking and Listening | Language

• VCELA414

  Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives

  Elaborations

  • interpreting complex sentence structures through reading aloud literary texts such as sonnets or plays
  • using cohesive devices when writing complex texts

  VCELA414 | Curriculum content | English | Level 8 | Writing | Language

• VCELA399

  Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims

  Elaborations

  • writing paragraphs of extended length that explain and substantiate a particular personal viewpoint

  VCELA399 | Curriculum content | English | Level 8 | Reading and Viewing | Language

• VCELA417

  Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations

  Elaborations

  • understanding the different ways complex words are constructed and, when spelling these words, drawing on morphemic knowledge and knowledge of unusual letter combinations

  VCELA417 | Curriculum content | English | Level 8 | Writing | Language

• VCELA415

  Understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts

  Elaborations

  • creating dialogue in drama showing interruptions, asides and pauses for effect

  VCELA415 | Curriculum content | English | Level 8 | Writing | Language

• VCELA397

  Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody

  Elaborations

  • identifying and evaluating examples of how rhetorical devices reveal the dark or serious aspects of a topic in ways that cause laughter or amusement, for example by making a statement but implying/meaning the opposite (irony); exaggerating or overstating something (hyperbole); imitating or sending up something (parody), and making something appear less serious than it really is (understatement)

  VCELA397 | Curriculum content | English | Level 8 | Reading and Viewing | Language

• VCELA445

  Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes

  Elaborations

  • experimenting with the use of colons and semicolons in expositions and other extended writing to improve precision and clarity of expression
  • investigating instances of colons and semicolons in expository texts and discuss their uses in elaborating on and clarifying ideas in complex sentences

  VCELA445 | Curriculum content | English | Level 9 | Writing | Language

• VCELA452

  Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing

  Elaborations

  • identifying some of the changes in the grammar of English over time, for example from thee and thou to you
  • exploring examples of ‘Globish’ English

  VCELA452 | Curriculum content | English | Level 9 | Speaking and Listening | Language

• VCELA446

  Understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of text

  Elaborations

  • exploring sections of academic and technical texts and analysing the use of abstract nouns to compact and distil information, structure argument and summarise preceding explanations

  VCELA446 | Curriculum content | English | Level 9 | Writing | Language

• VCELA482

  Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve

  Elaborations

  • investigating differences between spoken and written English by comparing the language of conversation and interviews with the written language of print texts
  • experimenting with and incorporating new words and creative inventions in own written and spoken texts
  • understanding how and why spelling became standardised and how conventions have changed over time and continue to change through common usage, the invention of new words and creative combinations of existing words

  VCELA482 | Curriculum content | English | Level 10 | Speaking and Listening | Language

• 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

• VCELA470

  Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects

  Elaborations

  • analysing and experimenting with combinations of graphics, text and sound in the production of multimodal texts such as documentaries, media reports, online magazines and digital books

  VCELA470 | Curriculum content | English | Level 10 | Writing | Language

• VCELA457

  Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication

  Elaborations

  • considering whether ethical judgments of good, bad, right or wrong are absolute or relative through consideration of texts with varying points of view and through discussion with others
  • interpreting texts by drawing on knowledge of the historical context in which texts were created

  VCELA457 | Curriculum content | English | Level 10 | Reading and Viewing | Language

• VCELA475

  Understand how to use knowledge of the spelling system to spell unusual and technical words accurately

  Elaborations

  • spelling words based on uncommon Greek and Latin roots, for example 'ec-centric' using the uncommon Latin prefix ec- meaning 'out of'

  VCELA475 | Curriculum content | English | Level 10 | Writing | Language

• VCELA183

  Understand that a letter can represent more than one sound, and that a syllable must contain a vowel sound

  Elaborations

  • recognising that letters can have more than one sound (for example ‘u’ in ‘cut’, ‘put’, ‘use’ and a in ‘cat’, ‘father’, ‘any’)
  • recognising sounds that can be produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’)

  VCELA183 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCELA226

  Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words

  Elaborations

  • drawing on knowledge of high-frequency sight words
  • drawing on knowledge of sound–letter relationships (for example breaking words into syllables and phonemes)
  • using known words in writing and spelling unknown words using developing visual, graphophonic and morphemic knowledge

  VCELA226 | Curriculum content | English | Level 2 | Writing | 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

• VCELA294

  Understand how to use phonic generalisations to identify and write words with more complex letter combinations

  Elaborations

  • using knowledge of complex spelling patterns to read and write words, for example 'bought'

  VCELA294 | Curriculum content | English | Level 4 | Writing | Language

• VCELC139

  Interact in class activities, using questions, statements and responses to enhance, demonstrate and share understanding

  Elaborations

  • collaborating with peers during individual or group activities, for example, Κοίτα, Άκου, Κάνε το έτσι, Πες το, Τι κάνεις τώρα;
  • checking on progress during learning tasks or activities, using comments and questions such as Κατάλαβες; Εντάξει, Πώς πας; Τελείωσες; Το ξέρω, Το έκανα, εύκολο
  • asking peers politely to do something and responding to requests, for example, giving and receiving things, Ένα μολύβι παρακαλώ, Ορίστε. Ευχαριστώ πολύ. Παρακαλώ. Θα ήθελα ... Μου δίνεις;
  • reflecting on the experience of learning and using Greek, comparing what they can and cannot do, for example, Ξέρω να γράφω, να μιλώ, να μετρώ μέχρι τα 100

  VCELC139 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising