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• VCELT385

  Experiment with text structures and language features and their effects in creating literary texts

  Elaborations

  • experimenting with different narrative structures such as the epistolary form, flashback, multiple perspectives
  • transforming familiar print narratives into short video or film narratives, drawing on knowledge of the type of text and possible adaptations necessary to a new mode
  • drawing on literature and life experiences to create a poem, for example ballad, series of haiku

  VCELT385 | Curriculum content | English | Level 7 | Writing | Literature

• VCELT478

  Create imaginative texts that make relevant thematic and intertextual connections with other texts

  Elaborations

  • creating texts that refer to themes or make particular connections to texts, for example writing crime fiction or romance short stories

  VCELT478 | Curriculum content | English | Level 10 | Writing | Literature

• VCELY125

  Use symbols, letters and words to create a simple statement about an idea or event

  Elaborations

  • creating a drawing and simple statement (of own ‘writing’) about an event
  • participating in the construction of class texts by selecting images and suggesting simple sentences to accompany the image

  VCELY125 | Curriculum content | English | Level D | Writing | Literacy

• VCELY090

  Create simple texts by labelling images from an event with own ‘writing’

  Elaborations

  • assisting in the collection of relevant images for a class photo story
  • attempting to copy letters and simple words from a modelled example
  • participating in the construction of class texts by selecting images, and adding vocalisation or drawings

  VCELY090 | Curriculum content | English | Level C | Writing | Literacy

• English: Level 9 achievement standards - Speaking and Listening

  Students listen for ways texts position an audience. They understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate...

  Level description | English | Level 9 | Speaking and Listening

• English: Level 9 achievement standards - Writing

  Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts students demonstrate how manipulating language features and images...

  Level description | English | Level 9 | Writing

• VCEALL372

  Develop a small range of skills to create and navigate a simple digital text, including multimodal and interactive texts

  Elaborations

  • typing in letters and words, copying from a print text or typing short original texts
  • following step-by-step instructions to navigate a digital text using menu items or links

  VCEALL372 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL451

  Create, edit and navigate a simple digital text, including visual, multimodal and interactive texts

  Elaborations

  • editing texts in simple ways, including deleting or inserting letters, words, punctuation and symbols
  • recognising icons used for common functions, such as search, download or print
  • reading menus or links in order to navigate a website

  VCEALL451 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• 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

• 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

• VCELT019

  Encounter literature being created for various reasons and purposes and react to the retelling of a literary text

  Elaborations

  • experiencing literature being created about them and their context, for example social stories
  • reacting to digital and interactive retelling of various text
  • responding to multimodal text based on personally experienced events

  VCELT019 | Curriculum content | English | Level A | Writing | Literature

• VCELT240

  Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created

  Elaborations

  • exploring iconography of Aboriginal and Torres Strait Islander cultures
  • recognising recurring characters, settings and themes in Dreaming stories experienced through texts, films and online sources
  • discussing moral and teaching stories from varied cultures, identifying and comparing their central messages

  VCELT240 | Curriculum content | English | Level 2 | Speaking and Listening | Literature

• VCELT148

  Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences

  Elaborations

  • recognising that there are storytellers in all cultures
  • viewing stories by Aboriginal and Torres Strait Islander storytellers from online sources
  • comparing experiences depicted in stories with students’ own
  • engaging with texts that reflect the social and cultural groups to which students belong

  VCELT148 | Curriculum content | English | Foundation Level | Reading and Viewing | Literature

• VCELT228

  Create events and characters using different media that develop key events and characters from literary texts

  Elaborations

  • creating imaginative reconstructions of stories and poetry using a range of print and digital media
  • telling known stories from a different point of view
  • orally, in writing or using digital media, constructing a sequel to a known story

  VCELT228 | Curriculum content | English | Level 2 | Writing | Literature

• VCELT328

  Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced

  Elaborations

  • using texts with computer-based graphics, animation and 2D qualities, consider how and why particular traits for a character have been chosen

  VCELT328 | Curriculum content | English | Level 5 | Writing | Literature

• VCELT356

  Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways

  Elaborations

  • creating narratives in written, spoken or multimodal/digital format for more than one specified audience, requiring adaptation of narrative elements and language features
  • planning and creating texts that entertain, inform, inspire and/or emotionally engage familiar and less-familiar audiences

  VCELT356 | Curriculum content | English | Level 6 | Writing | Literature

• VCELT372

  Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts

  Elaborations

  • identifying stereotypes, prejudice and oversimplifications in texts
  • exploring ethical issues in literary texts drawing on a range of examples from the texts to illustrate and substantiate the views expressed

  VCELT372 | Curriculum content | English | Level 7 | Reading and Viewing | Literature

• VCELT375

  Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry

  Elaborations

  • experiencing the sound and rhythm of poetry and using metalanguage, for example ‘refrain’, ‘chant’ to discuss the layers of meaning that are created

  VCELT375 | Curriculum content | English | Level 7 | Reading and Viewing | 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

• VCELT408

  Identify and evaluate devices that create tone in literary texts, including humour, wordplay, innuendo and parody

  Elaborations

  • understanding that tone (serious, bitter, sincere, amused) indicates attitude to the subject and to readers/listeners, who can identify or judge tone through past experience and language clues in the text

  VCELT408 | Curriculum content | English | Level 8 | Reading and Viewing | Literature