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• English: Level 6 achievement standards - Speaking and Listening

  Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and...

  Level description | English | Level 6 | Speaking and Listening

• English: Level 7 achievement standards - Speaking and Listening

  Students listen for and explain different perspectives in texts. They understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create...

  Level description | English | Level 7 | Speaking and Listening

• English: Level 5 achievement standards - Writing

  Students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create imaginative, informative and persuasive texts for different purposes and audiences. When writing, they demonstrate understanding of grammar and sentence types, and...

  Level description | English | Level 5 | Writing

• English: Level 7 achievement standards - Writing

  Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features, text structures, and...

  Level description | English | Level 7 | Writing

• English: Level 6 achievement standards - Writing

  Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They use banks of known words and the less familiar words they...

  Level description | English | Level 6 | Writing

• English: Level C achievement standards - Reading and Viewing

  By the end of Level C, students listen to and view a range of spoken, written and multimodal texts from familiar contexts. They identify the main character or event in a familiar text using visual images from the text. They participate in interactive stories and repeat or activate a short phrase...

  Level description | English | Level C | Reading and Viewing

• VCELA038

  Know that an object has a name

  Elaborations

  • pointing towards or naming an object to communicate a choice
  • recognising that single words, signs or switches can communicate a need

  VCELA038 | Curriculum content | English | Level B | Reading and Viewing | Language

• VCELT465

  Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses

  Elaborations

  • creating extended written responses to literary texts, making reference to varying points of view about the issues raised

  VCELT465 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCELY486

  Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action, speaking clearly and using logic, imagery and rhetorical devices in order to engage audiences

  Elaborations

  • using assumptions about listeners, viewers and readers to try to position them to accept a particular point of view

  VCELY486 | Curriculum content | English | Level 10 | Speaking and Listening | Literacy

• 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

• VCELT297

  Create literary texts by developing storylines, characters and settings

  Elaborations

  • collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot

  VCELT297 | Curriculum content | English | Level 4 | Writing | Literature

• 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

• English: Level D achievement standards - Reading and Viewing

  By the end of Level D, students listen to and view a range of spoken, written and multimodal texts from familiar contexts. They identify the main character and event in an imaginative text. They use visual images to identify the key topic or theme within an informative text. They understand familiar...

  Level description | English | Level D | Reading and Viewing

• VCELA279

  Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts

  Elaborations

  • examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and visual point of view and beginning to understand how these choices impact on viewer response

  VCELA279 | Curriculum content | English | Level 4 | Reading and Viewing | Language

• VCELA156

  Understand that punctuation is a feature of written text different from letters and recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences

  Elaborations

  • pointing to the letters and the punctuation in a text
  • commenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’

  VCELA156 | Curriculum content | English | Foundation Level | Writing | Language

• 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

• 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

• VCELT298

  Create literary texts that explore students’ own experiences and imagining

  Elaborations

  • drawing upon literary texts they have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or changing their personalities, or offering an alternative point of view on key ideas

  VCELT298 | Curriculum content | English | Level 4 | Writing | Literature

• 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

• VCELY467

  Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences

  Elaborations

  • skim reading sections of a persuasive text to identify the main contention, key arguments in linked paragraphs and supporting evidence in order to locate points for building rebuttal or counter argument

  VCELY467 | Curriculum content | English | Level 10 | Reading and Viewing | Literacy