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• VCELT373

  Discuss aspects of texts, including their aesthetic and social value, using relevant and appropriate metalanguage

  Elaborations

  • investigating how a text written about a social issue, for example racism, may have contributed to social change

  VCELT373 | Curriculum content | English | Level 7 | Reading and Viewing | 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

• VCELT404

  Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors

  Elaborations

  • identifying and describing the ways films suggest Country/Place and Identity through language features such as image, soundtrack and narrative control
  • selecting aspects of a text related to Country and Place, People, Identity and Culture and adapt it for a new context, noting if changes in one aspect will result in changes in another
  • explaining how individual interpretations of these aspects are influenced by students’ own knowledge, values and cultural assumptions

  VCELT404 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCELY197

  Construct texts that incorporate supporting images using software including word processing programs

  Elaborations

  • creating digital images and composing a story or information sequence on screen using images and captions
  • adding images to digital written communications such as emails with pictures of self, classmates or location

  VCELY197 | Curriculum content | English | Level 1 | Writing | Literacy

• VCELY357

  Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches

  Elaborations

  • identifying and exploring news reports of the same event, and discuss the language choices and point of view of the writers
  • using display advertising as a topic vehicle for close analysis of the ways images and words combine for deliberate effect including examples from the countries of Asia (for example comparing Hollywood film posters with Indian Bollywood film posters)

  VCELY357 | Curriculum content | English | Level 6 | Writing | Literacy

• VCELY361

  Use a range of software, including word processing programs, learning new functions as required to create texts

  Elaborations

  • selecting and combining software functions as needed to create texts

  VCELY361 | Curriculum content | English | Level 6 | Writing | Literacy

• VCELY390

  Use a range of software, including word processing programs, to create, edit and publish written and multimodal texts

  Elaborations

  • understanding conventions associated with particular kinds of software and using them appropriately, for example synthesising information and ideas in dot points and sequencing information in presentations or timing scenes in animation

  VCELY390 | Curriculum content | English | Level 7 | Writing | Literacy

• VCELY422

  Use a range of software, including word processing programs, to create, edit and publish texts imaginatively

  Elaborations

  • investigating how digital tools or software can enhance a text that was originally print-based

  VCELY422 | Curriculum content | English | Level 8 | Writing | Literacy

• VCELY451

  Publishing texts using a range of software, including word processing programs, flexibly and imaginatively

  Elaborations

  • applying word processing functions, for example outlining, standard styles and indexing

  VCELY451 | Curriculum content | English | Level 9 | Writing | Literacy

• VCELY233

  Construct texts featuring print, visual and audio elements using software, including word processing programs

  Elaborations

  • experimenting with and combining elements of software programs to create texts

  VCELY233 | Curriculum content | English | Level 2 | Writing | Literacy

• VCELY081

  Explore some familiar texts and images used in the community

  Elaborations

  • exploring the texts, images and objects associated with cultural events.
  • investigating different ways texts can express the same things in different contexts

  VCELY081 | Curriculum content | English | Level C | Reading and Viewing | Literacy

• VCELA202

  Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts

  Elaborations

  • learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions

  VCELA202 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCELA246

  Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences

  Elaborations

  • becoming familiar with typical structural stages and language features of various types of text, for example narratives, procedures, reports, reviews and expositions

  VCELA246 | Curriculum content | English | Level 3 | Reading and Viewing | Language

• VCELA400

  Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause

  Elaborations

  • evaluating how speechmakers influence audiences though specific language features such as the use of embedded clauses to add information

  VCELA400 | Curriculum content | English | Level 8 | 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

• VCELA157

  Understand that spoken sounds and words can be written and know how to write some high-frequency words and other familiar words including their name

  Elaborations

  • recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds
  • writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words
  • knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

  VCELA157 | Curriculum content | English | Foundation Level | Writing | Language

• VCELT264

  Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features

  Elaborations

  • drawing on literary texts read, viewed and listened to for inspiration and ideas, appropriating language to create mood and characterisation
  • innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel

  VCELT264 | Curriculum content | English | Level 3 | Writing | Literature

• VCELT343

  Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style

  Elaborations

  • exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures and visual techniques in sophisticated picture books

  VCELT343 | Curriculum content | English | Level 6 | Reading and Viewing | Literature

• VCELT418

  Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts

  Elaborations

  • creating and performing scripts for short plays that make use of the affordances of visual, verbal and additional modes (for example music) to create atmosphere, to deepen interpretation of verbal meaning and to enhance the drama of a performance

  VCELT418 | Curriculum content | English | Level 8 | Writing | Literature

• VCELT409

  Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays

  Elaborations

  • select an aspect of a text such as a sentence pattern or an image or word and adapt it for a new context explaining how the change will affect meaning

  VCELT409 | Curriculum content | English | Level 8 | Reading and Viewing | Literature