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• VCELA064

  Copy a sound

  Elaborations

  • playing with words attempting to reproduce the sounds within a word
  • copying the face and mouth formations required to produce sounds

  VCELA064 | Curriculum content | English | Level B | Speaking and Listening | Language

• VCELY378

  Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources

  Elaborations

  • identifying words that refer to a character or person in a text and explaining how these words contribute to a particular representation of the character or person

  VCELY378 | Curriculum content | English | Level 7 | Reading and Viewing | Literacy

• English: Level 3 description

  In Levels 3 and 4, students communicate with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

  Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which...

  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

• VCELA216

  Understand that nouns represent people, places, things and ideas and include common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives

  Elaborations

  • exploring texts and identifying nouns that refer to characters, elements of the setting, and ideas
  • exploring illustrations and noun groups/phrases in picture books to identify how the participants have been represented by an illustrator
  • exploring names of people and places and how to write them using capital letters
  • building extended noun groups/phrases that provide a clear description of an item

  VCELA216 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELA237

  Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose

  Elaborations

  • interpreting new terminology drawing on prior knowledge, analogies and connections with known words

  VCELA237 | Curriculum content | English | Level 2 | Writing | Language

• VCELA018

  React to familiar voices and preferred sounds

  Elaborations

  • encountering various noises, sounds and voices
  • being exposed to words, sounds and noises of different pitch, duration and timbre
  • responding to the connection between everyday words and objects

  VCELA018 | Curriculum content | English | Level A | Writing | Language

• VCELA040

  Recognise familiar objects and images in stories and informative texts

  Elaborations

  • associating an image with a word, symbol or object
  • identifying and communicating the names of familiar objects and people in an image
  • scanning an image or texts for specific objects, word, sound or image

  VCELA040 | Curriculum content | English | Level B | Reading and Viewing | 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

• VCELA052

  Reproduce speech sounds to communicate basic wants and use images and objects to express their wants and ideas

  Elaborations

  • reproducing sounds and words heard within a story, for example ‘ch, ch, ch’
  • comparing sounds and how they are combined to make words and label objects
  • exploring sounds through sensory activities

  VCELA052 | Curriculum content | English | Level B | Writing | Language

• VCELA155

  Understand that some language in written texts is unlike everyday spoken language

  Elaborations

  • learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present

  VCELA155 | Curriculum content | English | Foundation Level | Writing | Language

• VCELA074

  Know how to use the connection between the object, its name, image or sign

  Elaborations

  • learning to scan a collection of images and select one image to describe an object or action
  • matching 3D objects to an image, sign or spoken word, for example using an apple, an image and a word

  VCELA074 | Curriculum content | English | Level C | Reading and Viewing | Language

• VCELA120

  Understand that language can be represented as written text

  Elaborations

  • identifying object or action by matching object to word
  • contributing text during shared writing experiences

  VCELA120 | Curriculum content | English | Level D | Writing | Language

• VCELA199

  Understand that language is used in combination with other means of communication

  Elaborations

  • recognising the effect of words, symbols, gestures and body language on the way communications are received by others

  VCELA199 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCELA296

  Recognise homophones and know how to use context to identify correct spelling

  Elaborations

  • using meaning and context when spelling words, for example when differentiating between homophones such as ‘to’, ‘too’, ‘two’

  VCELA296 | Curriculum content | English | Level 4 | Writing | Language

• VCELA398

  Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication

  Elaborations

  • discussing how particular perspectives of the same event are portrayed through the combination of images and words in various media texts

  VCELA398 | Curriculum content | English | Level 8 | Reading and Viewing | Language

• VCELA203

  Identify the separate phonemes in consonant blends or clusters at the beginnings and ends of syllables

  Elaborations

  • clapping the syllables in words and identifying the separate consonant sounds in blends or clusters in each syllable, for example in 'frost' and 'play-ing'

  VCELA203 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCELA007

  React to preferred sounds

  Elaborations

  • encountering words, objects, images and sounds being used and linked
  • attempting to make sounds and noises to gain attention and develop interactions

  VCELA007 | Curriculum content | English | Level A | Reading and Viewing | Language

• 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

• VCELA039

  Recognise an object when named, signed or shown in an image

  Elaborations

  • exploring multimodal texts that reinforce the link between an image and related noun, for example between and image and spoken words
  • recognising the connection between an object and spoken words, sign or alternative and augmentative communication representation
  • recognising the connection between spoken words and images, for example looking at or for an object or image when they hear the word such as 'dog', 'lunch box'
  • recognising the connection between the image or sign and the object, for example looking at/ touching an image to request an object such as a drink or stopping when told ‘stop’

  VCELA039 | Curriculum content | English | Level B | Reading and Viewing | Language