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• VCELY358

  Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience

  Elaborations

  • creating informative texts for two different audiences, such as a visiting academic and a Level 3 class, that explore an aspect of biodiversity
  • using rhetorical devices, images, surprise techniques and juxtaposition of people and ideas and modal verbs and modal auxiliaries to enhance the persuasive nature of a text, recognising and exploiting audience susceptibilities

  VCELY358 | Curriculum content | English | Level 6 | Writing | Literacy

• VCELY387

  Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas to a specific audience

  Elaborations

  • compiling a portfolio of texts in a range of modes related to a particular concept, purpose or audience, for example a class anthology of poems or stories
  • using appropriate textual conventions, create scripts for interviews, presentations, advertisements and radio segments
  • writing and delivering presentations with specific rhetorical devices to engage an audience

  VCELY387 | Curriculum content | English | Level 7 | Writing | Literacy

• VCELY410

  Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication

  Elaborations

  • identifying and explaining how mobile technologies are influencing language uses and structures
  • analysing the ways that identity may be created in digital contexts
  • identifying how meanings or words change or shift depending on context, for example the word ‘cool’ is used to describe temperature or to express approval when used in informal contexts

  VCELY410 | Curriculum content | English | Level 8 | Reading and Viewing | Literacy

• VCEALL663

  Link ideas using a range of basic cohesive devices

  Elaborations

  • using an expanding range of coordinating conjunctions (such as ‘and’, ‘but’, ‘so’), for example ‘I caught the bus and then walked to the pool so I could go swimming’
  • using a range of common subordinating conjunctions (such as ‘since’, ‘because’, ‘before’), for example ‘Because it was getting dark, we left before the show finished’
  • creating short chains of reference using pronouns, for example ‘The doctor … she ... her patients …’
  • using pronouns in more complex sentences, although sometimes creating ambiguity, for example ‘Dad found my dog and he was so happy’

  VCEALL663 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• English | English as an Additional Language (EAL): Structure

  The English as an Additional Language (EAL) curriculum is organised by pathways, language modes and strands.

  Pathways

  The EAL curriculum is a continuum structured as three EAL pathways (A, B, C). Each pathway describes a different stage of English-language learning (early, mid and late), and...

  Overview material | English as an Additional Language (EAL)

• VCELA348

  Understand that cohesive links can be made in texts by omitting or replacing words

  Elaborations

  • noting how writers often substitute a general word for a more specific word already mentioned, thus creating a cohesive link between the words (for example, ‘Look at those apples. Can I take these big ones?’, where ‘ones’ substitutes for ‘apples’)
  • noting how writers often substitute a general word for a more specific word already mentioned, thus creating a cohesive link between the words (for example 'Look at those apples. Can I have one?')
  • recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms
  • observing how relationships between concepts can be represented visually through similarity, contrast, juxtaposition, repetition, class-subclass diagrams, part-whole diagrams, cause-and-effect figures, visual continuities and discontinuities

  VCELA348 | Curriculum content | English | Level 6 | Writing | Language

• VCEALL018

  Communicate using short, learnt phrases

  Elaborations

  • using single-word or phrasal responses to questions, such as ‘Yes’, ‘No’, ‘I don’t know’
  • using learnt phrases in play, such as ‘Give me’, ‘Stop it’, ‘I don’t like’
  • creating original utterances by substituting new words in learnt patterns or formulas, such as ‘It’s home time’, ‘It’s go time’
  • using simplified speech patterns, where function words may be omitted or used incorrectly, for example ‘Me go to shopping and buyed many thing’

  VCEALL018 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL151

  Write sustained texts using sentences based on simple repetitive, modelled patterns

  Elaborations

  • writing original sentences with less reliance on copying
  • writing repetitive patterns to produce longer texts, such as ‘I like ..., and I like ...’
  • connecting clauses together to make compound sentences that may run on, for example ‘I came to school and met my friend and then we played handball and then the bell went’
  • using ‘because’ to create dependent clauses, though these may be incomplete sentences, for example ‘We went to the pool. Because it was hot’

  VCEALL151 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCEALL020

  Use a small range of grammatical patterns

  Elaborations

  • expressing simple statements, questions and commands using common words in order, supported by intonation, for example ‘She go’, ‘My book?’, ‘Give me’
  • generalising some grammatical patterns to new contexts, though with some inaccuracies, such as ‘to the farm’, ‘to the Australia’
  • using patterns to create new forms of words, though with some overgeneralisation, such as ‘played’, ‘eated’, ‘goed’

  VCEALL020 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL023

  Demonstrate variable placement of common adjectives to describe or add emphasis

  Elaborations

  • combining an adjective with a noun to create simple noun groups, with varying accuracy, such as ‘big truck’, ‘car blue’
  • using a small range of common adverbs, such as ‘slowly’, ‘very’
  • combining some common adverbs with verbs to describe action, with varying accuracy, for example ‘walk slowly’, ‘sing good’
  • using common adverbs to vary intensity, for example ‘very hot’, ‘little bit funny’

  VCEALL023 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL789

  Combine simple sentences into complex sentences using embedding structures

  Elaborations

  • using embedded clauses to create complex sentences, for example ‘The Prime Minister, having lost the support of her party, began to look for new allies among her former rivals’
  • constructing complex sentences using sophisticated relative clauses, such as ‘This film, which was adapted from the novel of the same name, raises some challenging issues’

  VCEALL789 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCELT283

  Describe the effects of ideas, text structures and language features of literary texts

  Elaborations

  • examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her
  • sharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’)

  VCELT283 | Curriculum content | English | Level 4 | Reading and Viewing | Literature

• VCELY288

  Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

  Elaborations

  • making connections between the text and students’ own experience and other texts
  • making connections between information in print and images
  • building and using prior knowledge and vocabulary
  • finding specific literal information
  • asking and answering questions
  • creating mental images
  • finding the main idea of a text
  • inferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and sounds
  • bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting and using texts for their pertinence to the task and the accuracy of their information

  VCELY288 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCEALA035

  Understand that texts are meaningful

  Elaborations

  • recognising that everyday texts are meaningful, for example asking the teacher to read a sign aloud
  • showing awareness that print and visual texts are created to share a message
  • understanding that print texts contain a consistent message, for example indicating when the ending of a well-known story varies
  • understanding that different texts have different purposes, including picture books, class blogs, reports
  • selecting from familiar texts to achieve a specific purpose, for example ‘Which chart tells us about time?’
  • recalling the key message of sections of a familiar text that is revisited in class

  VCEALA035 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCELA290

  Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives

  Elaborations

  • knowing how authors construct texts that are cohesive and coherent by using pronouns that link to something previously mentioned, determiners (for example 'this', 'that', 'these', 'those', 'the'), text connectives that create links between sentences (for example 'however', 'therefore', 'nevertheless', 'in addition', 'by contrast', 'in summary')
  • identifying how participants are tracked through a text by, for example, using pronouns to refer back to noun groups/phrases
  • describing how text connectives link sections of a text providing sequences through time, for example ‘firstly’, ‘then’, ‘next’, and ‘finally’

  VCELA290 | Curriculum content | English | Level 4 | Writing | Language

• VCELA483

  Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people

  Elaborations

  • identifying language that seeks to align the listener or reader (for example 'of course', 'obviously', 'as you can imagine')
  • identifying the use of first person (I, we) and second person pronouns (you) to distance or involve the audience, for example in a speech made to a local cultural community
  • identifying references to shared assumptions
  • identifying appeals to shared cultural knowledge, values and beliefs
  • reflecting on experiences of when language includes, distances or marginalises others
  • creating texts that represent personal belief systems (such as credos, statements of ethical judgements, guidelines, letters to the editor and blog entries)

  VCELA483 | Curriculum content | English | Level 10 | Speaking and Listening | Language

• VCELT435

  Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts

  Elaborations

  • exploring and reflecting on representations of values (for example love, freedom, integrity) in literature drawn from cultures and times different from their own
  • exploring and reflecting on personal understanding of the world and human experience, interpreted in literature drawn from cultures and times different from the students’ own
  • reviewing historical fiction or nonfiction written by and about the peoples of Asia
  • analysing literary texts created by and about Aboriginal and Torres Strait Islander peoples (including documentaries, picture books, print texts and other multimodal texts) and also texts including film produced by and about peoples of Asian background, and considering the different ways these texts represent people, places, things and issues

  VCELT435 | Curriculum content | English | Level 9 | Reading and Viewing | Literature

• VCELY441

  Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts

  Elaborations

  • comparing perspectives represented in texts from different times and places, including texts drawn from popular culture
  • identifying, comparing and creating relationships between texts (including novels, illustrated stories, social issue cartoons, documentaries, multimodal texts)
  • reflecting on the notion that all texts build on a body of prior texts in a culture
  • analysing and identifying how socio-cultural values, attitudes and beliefs are conveyed in texts, for example comparing and analysing perspectives about an Aboriginal and Torres Strait Islander issue reported in commercial media compared to public and Aboriginal and Torres Strait Islander media
  • analysing and interpreting assumptions about groups that have shaped or influenced representations of people, places, events and things and identifying how listeners and readers are positioned by these representations

  VCELY441 | Curriculum content | English | Level 9 | Reading and Viewing | Literacy