Search results

Result list

• VCELA368

  Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources

  Elaborations

  • defending points of view in reading circle discussions
  • responding to points of view by developing and elaborating on others’ responses
  • building a knowledge base about words of evaluation, including words to express emotional responses to texts, judgment of characters and their actions, and appreciation of the aesthetic qualities of text

  VCELA368 | Curriculum content | English | Level 7 | Reading and Viewing | Language

• VCELT285

  Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts

  Elaborations

  • defining spoonerisms, neologisms and puns and exploring how they are used by authors to create a sense of freshness, originality and playfulness
  • discussing poetic language, including unusual adjectival use and how it engages us emotionally and brings to life the poet’s subject matter (for example ‘He grasps the crag with crooked hands’/wee timorous beastie)

  VCELT285 | Curriculum content | English | Level 4 | Reading and Viewing | Literature

• VCELT394

  Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view

  Elaborations

  • exploring concepts about the criteria for heroism and testing these criteria in a range of texts, including more complex ones where the hero may be flawed
  • establishing forums for discussing the relative merits of fiction and film texts
  • comparing personal viewpoints on texts and justifying responses in actual and virtual discussions

  VCELT394 | Curriculum content | English | Level 7 | Speaking and Listening | Literature

• 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

• VCEALA096

  Ask for translation of specific words from other home language speakers

  Elaborations

  • formulating questions in English and home language to clarify classroom instructions or new ideas and vocabulary
  • drawing on a range of shared languages to negotiate meaning and clarify information
  • understanding responses from peers that combine function words and topic words in home language and English
  • recording translations of new words in personal vocabulary lists, including words and definitions in English and home language

  VCEALA096 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA249

  Use appropriate non-verbal communication to sustain interaction with others

  Elaborations

  • using appropriate non-verbal communication to support meaning, such as eye contact, facial expression, gesture, posture
  • using strategies to assess engagement and understanding of listeners, including checking for attentive posture or confused facial expressions
  • asking teacher or peers about appropriate behaviour in certain situations, for example ‘Should I give eye contact?’, ‘Is it OK to shake hands?’

  VCEALA249 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA556

  Transfer knowledge from home language to English learning

  Elaborations

  • drawing on content and background knowledge from home language, including referring to some specific curriculum area vocabulary in home language
  • using features of home language spoken discourse, for example calling the teacher ‘Teacher’ rather than using their name or title
  • using home language in learning, for example taking notes or writing vocabulary lists

  VCEALA556 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC084

  Respond appropriately in a range of common social and classroom situations

  Elaborations

  • responding with short extended responses including answering questions, adding to other speakers’ points, giving personal opinions
  • expressing ideas, humour and simple opinions, and describing feelings, for example ‘I am very happy’
  • giving a short presentation to a group on a familiar topic, such as sharing or recounting a personal experience
  • borrowing key topic words and question structures to help formulate responses

  VCEALC084 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEALC137

  Write beyond the immediate environment and beyond known language with support from the teacher

  Elaborations

  • following the structure of model texts, such as the use of a greeting, sequence of events and reflection in a diary
  • altering phrases and sentences modelled in a class text to include personal and imaginative details
  • recounting personal experiences in a blog or diary, based on reading similar texts in class
  • writing imaginative texts adapted from or in response to classroom texts, for example following the same narrative structure, writing about a character in a new setting

  VCEALC137 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Communication

• VCEALL416

  Use basic and some complex verb forms accurately

  Elaborations

  • applying verb tenses more consistently, for example using most common irregular past tenses, such as ‘came’, ‘gave’, ‘thought’, ‘said’
  • using correct subject–verb agreement with simple and some complex tenses, such as ‘I go’, ‘She goes’, ‘My cousin has come to visit’
  • forming multi-word negatives accurately, for example including auxiliary and modal verbs (‘He did not need to carry that’) or expressing more complex tense (‘She has not started yet’)

  VCEALL416 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL080

  Spell with accuracy some consonant–vowel–consonant words and common words learnt in the classroom

  Elaborations

  • spelling some high-frequency words accurately from memory, including own name, short words used regularly, and consonant–vowel–consonant words such as ‘bag’, ‘top’, ‘get’
  • referring to classroom charts and personal vocabulary lists to check and confirm the spelling of high-frequency words
  • recording high-frequency words in a personal vocabulary list

  VCEALL080 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCEALL691

  Use longer descriptive phrase

  Elaborations

  • using possessive pronouns, for example ‘Their habitats’, ‘Its colours’
  • including some simple quantifiers, such as ‘some’, ‘a few’, ‘many’, ‘any’; for example ‘Their few small habitats’
  • using an expanding range of adjectives as describers and qualifiers, for example ‘The bird’s unusual colours’
  • using adverbs and levels of possibility as modifiers to add detail to verbs, for example ‘He trains diligently’, ‘She will definitely succeed’

  VCEALL691 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL468

  Use a range of devices to maintain cohesion

  Elaborations

  • using conjunctions to show adding, cause, contrast or time, such as ‘When we went to the zoo the lions were sleeping. After lunch they woke up and then they roared’
  • using reference items to maintain cohesion, including pronouns (‘she’, ‘him’, ‘it’, ‘their’)
  • connecting ideas using a small range of conjunctions (‘so’, ‘and then’) and connectives (‘Therefore’, ‘In addition’)

  VCEALL468 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL123

  Identify and compare differences in text genres

  Elaborations

  • accessing a range of text types, including recount, report, procedure, narrative, poem, song, slideshow, web page, podcast
  • identifying the topic and structure of a text based on its layout and visual appearance, for example use of headings or images
  • answering questions about text purpose and organisation, for example ‘Which text tells us how to do something?’, ‘Which texts use headings?’
  • matching labels to sections of a learnt text type

  VCEALL123 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL476

  Format texts appropriately for the purpose

  Elaborations

  • following a logical or conventional text structure, for example including a headline, byline, photograph and caption in a news story
  • adapting the basic structure of a text type to a range of media, for example formatting an information report as a document, poster or simple website
  • using a range of tools in a software application to format and lay out a digital text, for example using text boxes, font styles and image formatting

  VCEALL476 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL627

  Use simple descriptive phrases

  Elaborations

  • constructing noun groups using an expanding range of describers and classifiers, for example ‘majestic tall trees’, ‘native evergreen trees’
  • using simple comparatives to describe attributes, for example ‘bigger’, ‘more colourful’
  • beginning to use qualifiers, including relative clauses, such as ‘Animals that feed on plants are called …’
  • beginning to use non-finite clauses to add detail, for example ‘Make the batter smooth by mixing it carefully’

  VCEALL627 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Linguistic Structures and Features