Search results

Result list

• VCEALL477

  Spell most words accurately, drawing on a range of strategies but with some invented spelling still evident

  Elaborations

  • learning an expanding repertoire of sight words from shared texts and classroom activities
  • drawing on knowledge of letter–sound relationships and common spelling patterns to spell new words

  VCEALL477 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCELA061

  Demonstrate a number of ways to indicate a choice

  Elaborations

  • selecting a preferred object, or requesting a drink through gestures, facial expressions, sounds and movements
  • learning that gestures can indicate needs or choices, for example reaches towards a familiar person/object

  VCELA061 | Curriculum content | English | Level B | Speaking and Listening | Language

• VCELA121

  Copy own name and recognise some of the letters within it, and understand that pausing is presented as a full stop in written text

  Elaborations

  • learning that each letter has two symbols, a capital and lowercase symbol
  • recognising the capital letter of their name in other contexts
  • understanding what a full stop looks like
  • locating full stops in text

  VCELA121 | Curriculum content | English | Level D | Writing | Language

• 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

• VCELA130

  Know how to greet and maintain a short interaction with others

  Elaborations

  • intentionally conveying information during a communication exchange
  • changing volume based on the context, for example inside and outside
  • learning to recognise the space required when communicating with another person

  VCELA130 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELA198

  Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others

  Elaborations

  • recognising how and where signs and symbols are used and placed in students’ school and community
  • learning some signs in Auslan and finding out about ‘Hear a Book’ and Braille technologies for hearing and visually impaired people

  VCELA198 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCELA155

  Understand that some language in written texts is unlike everyday spoken language

  Elaborations

  • learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present

  VCELA155 | Curriculum content | English | Foundation Level | 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

• 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

• VCELA143

  Recognise that sentences are key units for expressing ideas

  Elaborations

  • learning that word order in sentences is important for meaning (for example 'The boy sat on the dog', 'The dog sat on the boy')
  • creating students' own written texts and reading aloud to the teacher and others

  VCELA143 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA184

  Understand how to use visual memory to write high-frequency words, and that some high-frequency words have regular and irregular spelling components

  Elaborations

  • using strategies such as look-say-cover-write-check to learn an increasing number of high-frequency sight words recognised in texts, including words with regular spelling patterns such as 'them' and 'got' and irregular patterns such as 'one' and 'was'

  VCELA184 | Curriculum content | English | Level 1 | Writing | Language

• VCELA107

  Identify some of the features of text such as digital/screen layout or the features of a book cover

  Elaborations

  • learning that an idea can be represented in different ways, for example a word, a picture, an image
  • identifying the topic of a book from the image on the cover
  • using an icon image to select a digital text

  VCELA107 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA074

  Know how to use the connection between the object, its name, image or sign

  Elaborations

  • learning to scan a collection of images and select one image to describe an object or action
  • matching 3D objects to an image, sign or spoken word, for example using an apple, an image and a word

  VCELA074 | Curriculum content | English | Level C | Reading and Viewing | Language

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level BL description

  The Level BL curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to initiate and sustain simple conversations with their peers. The curriculum covers grammatical rules that students begin...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• English | English: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | English

• VCELA037

  Recognise and attend to images in texts and on the screen

  Elaborations

  • learning about print and screen through adaptive personal text using a keyboard, a touchscreen or switches
  • learning how to use a book through observation of others reading, for example pick up, hold upright, turn pages and attend to the pictures
  • touching a switch, keyboard or touchscreen to cause something to happen
  • identifying repeated images and objects within a text

  VCELA037 | Curriculum content | English | Level B | Reading and Viewing | 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

• VCELY221

  Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self-correcting

  Elaborations

  • using prior and learned knowledge and vocabulary to make and confirm predictions when reading text
  • using grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative texts
  • using knowledge of sound–letter relationships and high-frequency sight words when decoding text
  • monitoring own reading and self-correcting when reading does not make sense, using illustrations, context, phonics, grammar knowledge and prior and learned topic knowledge
  • using grammar and meaning to read aloud with fluency and intonation

  VCELY221 | Curriculum content | English | Level 2 | Reading and Viewing | Literacy

• VCELY194

  Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements

  Elaborations

  • referring to learned knowledge of text structure and grammar when creating a new text
  • applying new vocabulary appropriately in creating text
  • learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
  • beginning to consider audience in designing a communication involving visual components, selecting images for maximum impact

  VCELY194 | Curriculum content | English | Level 1 | Writing | Literacy

• VCEALA719

  Plan and draft text with support from peers and teacher

  Elaborations

  • drawing on knowledge of text types to identify an appropriate text type to use, for example a report to communicate information, an exposition essay to argue a point
  • drawing on previous learning, notes and templates to plan the structure of the text
  • drafting based on a plan showing text organisation and sequence of ideas

  VCEALA719 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness