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• VCELY230

  Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

  Elaborations

  • learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
  • sequencing content according to text structure
  • using appropriate simple and compound sentence to express and combine ideas
  • using vocabulary, including technical vocabulary, appropriate to text type and purpose

  VCELY230 | Curriculum content | English | Level 2 | Writing | Literacy

• English: Level A description

  In Level A, students begin to engage, participate and receive communication with known adults, teachers and peers. Opportunities are provided for students to explore English knowledge, understanding, skills and processes through everyday experiences, personal interests and significant events....

  Level description | English

• English: Level 4 description

  In Levels 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

  Students engage with...

  Level description | English

• English: Level 7 description

  In Levels 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional...

  Level description | English

• English: Level 8 description

  In Levels 7 and 8, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and...

  Level description | English

• English: Level 9 description

  In Levels 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.

  Students engage...

  Level description | English

• English: Level 10 description

  In Levels 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.

  Students engage...

  Level description | English

• VCELA025

  Respond to a familiar person and engage with them

  Elaborations

  • being exposed to individuals interpreting their actions and sounds
  • experiencing people reacting and engaging with each other and them
  • learning to control their behaviour, e.g. moving, making sounds,
  • making eye contact, sound or gesture towards a familiar other during a communicative process
  • gaining another’s attention through sounds and or action
  • communicating physical need, for example hungry or tired through sounds and/or action

  VCELA025 | Curriculum content | English | Level A | Speaking and Listening | Language

• VCELA129

  Understand that people communicate in different ways

  Elaborations

  • knowing that people use different communication forms, such as image, voice, facial expressions or sign, to communicate the same intention, for example ‘stop’ as a sign, image or expression
  • recognising that people communicate in different ways
  • learning that English is the spoken language used at school
  • modifying the style (for example, volume, rate or intensity) of communication to suit familiar locations and contexts

  VCELA129 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELA164

  Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community

  Elaborations

  • learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language
  • recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages

  VCELA164 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELA262

  Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense

  Elaborations

  • identifying different types of verbs and the way they add meaning to a sentence
  • exploring action and saying verbs in narrative texts to show how they give information about what characters do and say
  • exploring the use of sensing verbs and how they allow readers to know what characters think and feel
  • exploring the use of relating verbs in constructing definitions and descriptions
  • learning how time is represented through the tense of a verb and other structural, language and visual features

  VCELA262 | Curriculum content | English | Level 3 | Writing | Language

• VCELA324

  Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea

  Elaborations

  • learning how to expand a description by combining a related set of nouns and adjectives – ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’
  • observing how descriptive details can be built up around a noun or an adjective, forming a group/phrase (for example, ‘this very smelly cleaning cloth in the sink’ is a noun group/phrase and ‘as pretty as the flowers in May’ is an adjective group/phrase)

  VCELA324 | Curriculum content | English | Level 5 | Writing | Language

• VCELA122

  Use, communicate or articulate high-frequency words and reproduce familiar sounds and their letters

  Elaborations

  • identifying the beginning sound of own names and other familiar words
  • using and articulating a range of familiar words
  • repeating short refrains from texts, for example ‘I think I can’, ‘I’m not scared’, ‘Where are you?’
  • identifying some words with the same onset, for example objects that start with the same letter as their name
  • learning to recognize some letter-sound relationships

  VCELA122 | Curriculum content | English | Level D | Writing | Language

• VCELY245

  Rehearse and deliver short presentations on familiar and new topics, speaking clearly and varying tone, volume and pace appropriately, and using supportive props

  Elaborations

  • adjusting presentation for different audiences
  • preparing and giving oral presentations, including reports of group discussions, using more formal speech and specific vocabulary about content area topics
  • listening and responding to presentations, including those using multimedia, on familiar and learned topics, recording key information, and connecting new and existing knowledge about a topic

  VCELY245 | Curriculum content | English | Level 2 | Speaking and Listening | Literacy

• VCELY210

  Engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and questions, taking turns and recognising the contributions of others

  Elaborations

  • listening for details in spoken informative texts
  • participating in informal and structured class, group and pair discussions about content area topics, ideas and information
  • speaking clearly and with appropriate volume
  • interacting confidently and appropriately with peers, teachers, visitors and community members
  • learning to value listening, questioning and positive body language and understanding that different cultures may approach these differently
  • formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions

  VCELY210 | Curriculum content | English | Level 1 | Speaking and Listening | Literacy

• VCELY186

  Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features

  Elaborations

  • using elements in books and screen texts, for example illustrations, diagrams, sound and movement, to support reading
  • making connections between the text and students’ own experiences, and between information in print and images
  • finding key information in a text
  • making inferences about characters’ feelings and motives
  • building knowledge about the topic of the text and learning new vocabulary before and during reading
  • making predictions from the cover, from illustrations and at points in the text before reading on
  • retelling the events or key information in the text orally, in writing and/or through digital or arts media

  VCELY186 | Curriculum content | English | Level 1 | Reading and Viewing | Literacy

• VCELY257

  Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

  Elaborations

  • making connections between the text and own experience and other texts
  • making connections between the information in print and images
  • making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
  • using text features and search tools to locate information in written and digital texts efficiently
  • determining important ideas, events or details in texts, commenting on things learned or questions raised by reading, referring explicitly to the text for verification
  • making considered inferences taking into account topic knowledge or a character’s likely actions and feelings

  VCELY257 | Curriculum content | English | Level 3 | Reading and Viewing | Literacy