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• VCELY090

  Create simple texts by labelling images from an event with own ‘writing’

  Elaborations

  • assisting in the collection of relevant images for a class photo story
  • attempting to copy letters and simple words from a modelled example
  • participating in the construction of class texts by selecting images, and adding vocalisation or drawings

  VCELY090 | Curriculum content | English | Level C | Writing | Literacy

• VCELA384

  Understand how to use spelling rules and word origins to learn new words and how to spell them

  Elaborations

  • using Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations

  VCELA384 | Curriculum content | English | Level 7 | Writing | Language

• VCELY300

  Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure

  Elaborations

  • revising written texts: editing for grammatical and spelling accuracy and clarity of the text, to improve the connection between ideas and overall fluency

  VCELY300 | Curriculum content | English | Level 4 | Writing | Literacy

• English: Level 1 achievement standards - Speaking and Listening

  Students listen to others when taking part in conversations using appropriate interaction skills. They listen for and reproduce letter patterns and letter clusters. Students understand how characters in texts are developed and give reasons for personal preferences. They can describe characters...

  Level description | English | Level 1 | Speaking and Listening

• English | English: Structure

  The English curriculum is organised by language modes and strands.

  Language Modes

  The language modes are interrelated and the learning in one often supports and extends learning of the others. Each content description has been placed in the mode which is the major focus of its learning.

  Classroom...

  Overview material | English

• VCELA062

  Recognise the connection between words, images, sounds and everyday objects

  Elaborations

  • recognising the words associated with classroom activities and actions
  • making choices as a way to explore the connection between an object and its spoken name, image or sign
  • making simple requests

  VCELA062 | Curriculum content | English | Level B | Speaking and Listening | Language

• VCELA110

  Explore connection between words, objects and images in stories and informative texts

  Elaborations

  • learning that text can provide information about an image
  • understanding that words can be used to describe an image
  • learning that words and images can be used to tell a story about an event

  VCELA110 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA191

  Recognise and know how to use simple grammatical morphemes in word families

  Elaborations

  • building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground')
  • using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed')

  VCELA191 | Curriculum content | English | Level 1 | Writing | Language

• VCELA333

  Understand that the pronunciation, spelling and meanings of words have histories and change over time

  Elaborations

  • recognising that a knowledge of word origins is not only interesting in its own right, but that it extends students’ knowledge of vocabulary and spelling
  • exploring examples of words in which pronunciation, writing and meaning has changed over time, including words from a range of cultures

  VCELA333 | Curriculum content | English | Level 5 | Speaking and Listening | Language

• 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

• VCELA145

  Explore the different contribution of words and images to meaning in stories and informative texts

  Elaborations

  • talking about how a ‘different’ story is told if we read only the words, or only the pictures; and the story that words and pictures make when combined
  • exploring how the combination of print and images in texts create meaning

  VCELA145 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA094

  Recognise that words, images and actions have the same meaning across environments

  Elaborations

  • recognising and communicating the label for everyday objects
  • showing some of the ways to maintain an interaction between self and others using verbal- vocal exchange, sign or augmentative and alternative communication
  • recognising and following simple multi-word directions

  VCELA094 | Curriculum content | English | Level C | Speaking and Listening | Language

• VCELA250

  Recognise most high-frequency words, know how to use common prefixes and suffixes, and know some homophones and generalisations for adding a suffix to a base word

  Elaborations

  • becoming familiar with most high-frequency sight words

  VCELA250 | Curriculum content | English | Level 3 | 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

• VCELT124

  Retell familiar text or event by sequencing images and simple statements

  Elaborations

  • identifying key images of a story
  • using two to three images in sequence to retell an event or familiar text

  VCELT124 | Curriculum content | English | Level D | Writing | Literature

• VCELY231

  Reread and edit text for spelling, sentence-boundary punctuation and text structure

  Elaborations

  • reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text
  • checking spelling using a dictionary
  • checking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks
  • making significant changes to their texts using a word processing program ( for example add, delete or move sentences)

  VCELY231 | Curriculum content | English | Level 2 | Writing | Literacy

• VCELA169

  Blend and segment onset and rime in single syllable spoken words and isolate, blend and segment phonemes in single syllable words (first consonant sound, last consonant sound, middle vowel sound)

  Elaborations

  • putting together and pulling apart onset and rime sounds (phonemes) in spoken words with one syllable, for example st-op, b-ack and in spoken words with consonant-vowel-consonant patterns, for example d-o-g, c-u-p

  VCELA169 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELA087

  Use spoken words, sign or Augmentative Alternative Communication System to communicate and understand that images can be used to write and express ideas

  Elaborations

  • learning to use high-frequency images and words, for example the student’s own name, ‘stop’
  • using spoken words, articulating most of the sounds
  • learning that images/signs can be combined to make a word
  • listening to sounds and words and reproducing them using a personalised communication system

  VCELA087 | Curriculum content | English | Level C | Writing | Language

• VCELA224

  Understand how texts are made cohesive by the use of resources, including word associations, synonyms, and antonyms

  Elaborations

  • exploring how texts develop their themes and ideas, building information by connecting similar and contrasting dissimilar things
  • mapping examples of word associations in texts, for example words that refer to the main character

  VCELA224 | Curriculum content | English | Level 2 | Writing | Language

• VCELA325

  Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts

  Elaborations

  • moving from general, ‘all-purpose’ words, for example ‘cut’ to more specific words, for example ‘slice’, ‘dice’, ‘fillet’, ‘segment’

  VCELA325 | Curriculum content | English | Level 5 | Writing | Language