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• 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

• VCELA025

  Respond to a familiar person and engage with them

  Elaborations

  • being exposed to individuals interpreting their actions and sounds
  • experiencing people reacting and engaging with each other and them
  • learning to control their behaviour, e.g. moving, making sounds,
  • making eye contact, sound or gesture towards a familiar other during a communicative process
  • gaining another’s attention through sounds and or action
  • communicating physical need, for example hungry or tired through sounds and/or action

  VCELA025 | Curriculum content | English | Level A | Speaking and Listening | Language

• VCELA236

  Identify language that can be used for appreciating texts and the qualities of people and things

  Elaborations

  • exploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example ‘happy’, ‘joyful’, ‘pleased’, ‘contented’
  • exploring in stories, everyday and media texts moral and social dilemmas; such as right and wrong, fairness/unfairness, inclusion and exclusion; learning to use language to describe actions and consider consequences
  • exploring how language is used to construct characters and settings in narratives, including choice of nouns such as ‘girl’, ‘princess’ or ‘orphan’, and choice of adjectives such as ‘gentle’, ‘timid’ or ‘frightened’

  VCELA236 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCELA179

  Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

  Elaborations

  • talking about effective words that describe a place, person or event
  • learning how a sentence can be made more vivid by adding adjectives, adverbs and unusual verbs

  VCELA179 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCELA224

  Understand how texts are made cohesive by the use of resources, including word associations, synonyms, and antonyms

  Elaborations

  • exploring how texts develop their themes and ideas, building information by connecting similar and contrasting dissimilar things
  • mapping examples of word associations in texts, for example words that refer to the main character

  VCELA224 | Curriculum content | English | Level 2 | Writing | Language

• VCELA270

  Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning

  Elaborations

  • learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately

  VCELA270 | Curriculum content | English | Level 3 | Speaking and Listening | Language

• VCELA323

  Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause

  Elaborations

  • knowing that the function of complex sentences is to make connections between ideas, such as: to provide a reason (for example 'He jumped up because the bell rang.'), to state a purpose (for example 'She raced home in order to confront her brother.'), to express a condition (for example 'It will break if you push it.'), to make a concession (for example 'She went to work even though she was not feeling well.'), to link two ideas in terms of various time relations (for example 'Nero fiddled while Rome burned.')

  VCELA323 | Curriculum content | English | Level 5 | Writing | Language

• VCELA324

  Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea

  Elaborations

  • learning how to expand a description by combining a related set of nouns and adjectives – ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’
  • observing how descriptive details can be built up around a noun or an adjective, forming a group/phrase (for example, ‘this very smelly cleaning cloth in the sink’ is a noun group/phrase and ‘as pretty as the flowers in May’ is an adjective group/phrase)

  VCELA324 | Curriculum content | English | Level 5 | Writing | Language

• VCELA351

  Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases

  Elaborations

  • knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example 'She ate her lunch' compared to 'She gobbled up her lunch')
  • knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, ‘At nine o'clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat family’)
  • knowing the difference between the simple present tense (for example 'Pandas eat bamboo.') and the simple past tense (for example 'She replied.')
  • knowing that the simple present tense is typically used to talk about either present states (for example, ‘He lives in Darwin’) or actions that happen regularly in the present (for example, ‘He watches television every night’) or that represent ‘timeless’ happenings, as in information reports (for example, ‘Bears hibernate in winter’)
  • knowing that there are various ways in English to refer to future time (for example 'She will call you tomorrow'; 'I am going to the movies tomorrow'; 'Tomorrow I leave for Hobart')

  VCELA351 | Curriculum content | English | Level 6 | Writing | Language

• VCELA350

  Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas

  Elaborations

  • knowing that a complex sentence typically consists of a main clause and a subordinate clause
  • knowing that the function of complex sentences is to make connections between ideas, such as: to provide a reason (for example 'He jumped up because the bell rang'); to state a purpose (for example 'She raced home in order to confront her brother'); to express a condition (for example 'It will break if you push it'); to make a concession (for example 'She went to work even though she was not feeling well'); to link two ideas in terms of various time relations (for example 'Nero fiddled while Rome burned')

  VCELA350 | Curriculum content | English | Level 6 | Writing | Language

• VCELA428

  Investigate how evaluation can be expressed directly and indirectly using devices, including allusion, evocative vocabulary and metaphor

  Elaborations

  • comparing texts that use evaluative language in different ways – print advertisements, editorials, talkback radio and poetry – and identifying wordings that appraise things indirectly, through evocative language, similes and metaphors that direct the views of the readers in particular ways

  VCELA428 | Curriculum content | English | Level 9 | Reading and Viewing | 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

• VCELA430

  Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas

  Elaborations

  • sequencing and developing an argument using basic language structures that suggest conclusions (‘therefore’, ‘thus’ and ‘so’) or give reasons (‘since’, ‘because’) or suggest conditionals (‘if’… ‘then’)

  VCELA430 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCELA473

  Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction

  Elaborations

  • considering how nominalisation affects the way in which events are constructed and explained, making some information more explicit and other information less so
  • analysing how logical relations between ideas are built up by combining main with subordinate clauses indicating cause, result, manner, concession, condition, and so on (for example, ‘Although his poems were not generally well received by critics during his life (concession), Keats’ reputation grew substantially after his death’)
  • noting how technicality allows for efficient reference to shared knowledge, indicating growing expertise in the field (for example, ‘The Romantic poetry of Keats is characterised by sensual imagery, most notably in the series of odes.’)
  • observing how abstraction allows for greater generalisation at a higher level (for example, ‘the political, religious, social and economic features of the society’ – which is an abstract noun group/phrase)

  VCELA473 | Curriculum content | English | Level 10 | Writing | Language

• VCELA213

  Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams

  Elaborations

  • recognising how chapters and table of contents, alphabetical order of index and glossary operate to guide access to information
  • learning about features of screen texts including menu buttons, drop down menus, links and live connections

  VCELA213 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELA216

  Understand that nouns represent people, places, things and ideas and include common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives

  Elaborations

  • exploring texts and identifying nouns that refer to characters, elements of the setting, and ideas
  • exploring illustrations and noun groups/phrases in picture books to identify how the participants have been represented by an illustrator
  • exploring names of people and places and how to write them using capital letters
  • building extended noun groups/phrases that provide a clear description of an item

  VCELA216 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELA217

  Learn some generalisations for adding suffixes to words

  Elaborations

  • joining discussion about how a suffix affects meaning, for example uncomfortable, older, and division, and investigating the ways words change when suffixes are added, for example, dropping the final 'e' when '-ing' is added

  VCELA217 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELT242

  Compare opinions about characters, events and settings in and between texts

  Elaborations

  • discussing each others’ preferences for stories set in familiar or unfamiliar worlds, or about people whose lives are like or unlike their own

  VCELT242 | Curriculum content | English | Level 2 | Speaking and Listening | Literature

• 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

• VCELT274

  Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons

  Elaborations

  • reading texts in which Aboriginal and Torres Strait Islander children/young people are the central characters/protagonists and making links to own lives, noting similarities
  • exploring the ways that the same story can be told in many cultures, identifying variations in the storyline and in music (for example ‘The Ramayana’ story which is told to children in India, Indonesia, Thailand, Cambodia, Burma, Laos, Tibet and Malaysia)

  VCELT274 | Curriculum content | English | Level 3 | Speaking and Listening | Literature