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• VCELA214

  Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction

  Elaborations

  • learning how to express ideas using compound sentences
  • learning how to join simple sentences with conjunctions, for example ‘and’, ‘but’ or ‘so’, to construct compound sentences

  VCELA214 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• English | English: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | English

• VCELA131

  Use different ways to express needs, likes and dislikes

  Elaborations

  • using communication systems to express preferences and make requests and comments
  • recognising that symbols and signs can be used in conjunction with spoken language to communicate ideas
  • using words, signs or images to express needs and feelings

  VCELA131 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELY485

  Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage audiences, using organisation patterns, voice and language conventions to present a coherent point...

  Elaborations

  • identifying stereotypes of people, cultures, places, events, and concepts and explaining why they are stereotypes
  • identifying and explaining satirical events, including events in other cultures, for example depictions in political cartoons
  • applying knowledge of spoken, visual, auditory, technical and multimodal resources (for example sound and silence, camera shot types, lighting and colour) in conjunction with verbal resources for varying purposes and contexts
  • selecting subject matter and language to position readers to accept representations of people, events, ideas and information

  VCELY485 | Curriculum content | English | Level 10 | Speaking and Listening | Literacy

• VCELA472

  Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts

  Elaborations

  • recognising how emphasis in sentences can be changed by reordering clauses (for example, ‘She made her way home because she was feeling ill’ as compared with ‘Because she was feeling ill, she made her way home’) or parts of clauses (for example, ‘The horses raced up from the valley’ as compared with ‘Up from the valley raced the horses’)
  • recognising how the focus of a sentence can be changed through the use of the passive voice (for example compare active, ‘The police had caught the thief.’ with passive ‘The thief had been caught.’)
  • observing how authors sometimes use verbless clauses for effect (for example, ‘And what about the other woman? With her long black eyelashes and red lipstick’)
  • understanding that a sentence can begin with a coordinating conjunction for stylistic effect (for example, ‘And she went on planning to herself how she would manage it’)

  VCELA472 | Curriculum content | English | Level 10 | Writing | Language