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• VCELT372

  Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts

  Elaborations

  • identifying stereotypes, prejudice and oversimplifications in texts
  • exploring ethical issues in literary texts drawing on a range of examples from the texts to illustrate and substantiate the views expressed

  VCELT372 | Curriculum content | English | Level 7 | Reading and Viewing | Literature

• VCELT375

  Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry

  Elaborations

  • experiencing the sound and rhythm of poetry and using metalanguage, for example ‘refrain’, ‘chant’ to discuss the layers of meaning that are created

  VCELT375 | Curriculum content | English | Level 7 | Reading and Viewing | Literature

• VCELT419

  Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects

  Elaborations

  • creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style
  • combining visual and digital elements to create layers of meaning for serious and humorous purposes

  VCELT419 | Curriculum content | English | Level 8 | Writing | Literature

• VCELT408

  Identify and evaluate devices that create tone in literary texts, including humour, wordplay, innuendo and parody

  Elaborations

  • understanding that tone (serious, bitter, sincere, amused) indicates attitude to the subject and to readers/listeners, who can identify or judge tone through past experience and language clues in the text

  VCELT408 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCELT448

  Create literary texts, including hybrid texts, that innovate on aspects of other texts, including through the use of parody, allusion and appropriation

  Elaborations

  • creating a contemporary parody of an historical text to highlight changes in societal attitudes

  VCELT448 | Curriculum content | English | Level 9 | Writing | Literature

• VCELT476

  Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts

  Elaborations

  • creating texts which draw on own experience of other texts and which have a personal aesthetic appeal
  • reflect on the authors who have influenced own aesthetic style and evaluate their impact

  VCELT476 | Curriculum content | English | Level 10 | Writing | Literature

• VCELY160

  Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge

  Elaborations

  • using image-making and beginning writing to represent characters and events in written, film and web-based texts
  • using speaking, writing and drawing to represent and communicate personal responses to ideas and events experienced through texts
  • creating short spoken, written and multimodal observations, recounts and descriptions, extending vocabulary and including some content-specific words in spoken and written texts
  • using beginning concepts about print, sound–letter and word knowledge and punctuation to create short texts

  VCELY160 | Curriculum content | English | Foundation Level | Writing | Literacy

• VCELY361

  Use a range of software, including word processing programs, learning new functions as required to create texts

  Elaborations

  • selecting and combining software functions as needed to create texts

  VCELY361 | Curriculum content | English | Level 6 | Writing | Literacy

• 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

• VCELY422

  Use a range of software, including word processing programs, to create, edit and publish texts imaginatively

  Elaborations

  • investigating how digital tools or software can enhance a text that was originally print-based

  VCELY422 | Curriculum content | English | Level 8 | Writing | Literacy

• VCESC189

  Create bilingual texts that interpret aspects of Australian language and culture for Spanish-speaking audiences

  Elaborations

  • creating bilingual texts that present aspects of school life in Australia for Spanish-speaking students and parents, for example, a print leaflet or digital display about school excursions
  • considering how to maintain the integrity of original texts when translating, for example, explaining culture-specific concepts such as ‘the bush’ or ‘being a Wally with water’, and considering the use of register and idioms
  • producing bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations and the Melbourne Cup
  • producing public texts such as signs and posters in both Spanish and English, and commenting on the process of working in both languages

  VCESC189 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCESC115

  Create and perform simple imaginative texts that involve repetitive language, experimenting with sound patterns, rhymes and non-verbal forms of expression

  Elaborations

  • performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning
  • creating and presenting a shared class story that involves repeated actions and audience involvement
  • creating a new version of well-known stories, songs or rhymes such as Tengo, tengo, tengo by substituting words, phrases and expressions
  • composing original short stories by matching or sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language

  VCESC115 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCESC128

  Participate in collaborative tasks and experiences such as creating and presenting a display or performance and following procedures and instructions

  Elaborations

  • working together on tasks such as designing a poster for a special event, planning a puppet show, or creating menus or picture books for ‘buddy’ classes, collaborating to make decisions about content, vocabulary and design, for example, ¿Cuál quieres, ésta o ésa? Dame/toma/pásame el pegamento/la goma...
  • working with visual, print and digital modes of expression to create invitations for a party, performance or class event, for example, Querido/a amigo/a; Me gustaría invitarte a mi...... el 15 de enero ¡Te espero! ¡Nos vemos en mi casa! Gracias. Hasta pronto
  • preparing, rehearsing and conducting public presentations and performances such as an item in Spanish for school assembly or a presentation to parents
  • following procedures and instructions for shared activities, for example, following a recipe for guacamole, paper cutting decorations, making a cometa or papalote, or completing a simple science experiment such as germinating a bean

  VCESC128 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCESC007

  Create short imaginative texts such as cartoons, raps and stories to communicate own ideas, experiences and emotions

  Elaborations

  • creating imaginary characters, situations or events in forms designed to entertain others, such as a video clip, digital photo story, comic strip, or Big Book for younger students,
  • reinterpreting and performing stories and songs that feature repetitive language and familiar contexts or characters, for example, by changing the sequence or creating alternative endings
  • composing and performing a skit based on an imagined scenario that involves elements such as comedy, emotion or surprise

  VCESC007 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCESC117

  Create simple print or digital texts that use both Spanish and English, such as labels, captions, wall charts and picture dictionaries

  Elaborations

  • making personal bilingual picture dictionaries with captions, stickers and simple descriptions to explain culture-specific terms such as merienda, doña, don, buñuelos
  • making bilingual greeting cards for celebrations such as Reyes, Dia de la Madre or Dia del Santo, using greetings such as feliz día de la madre, feliz día de tu santo, or feliz día del maestro alongside equivalent English greetings where culturally appropriate
  • creating an identity card that contains parallel personal information in Spanish and English, for example, nombre/name, apellidos/last name(s), edad/age, Mis amigos son…/My friends are…, Vivo en…/I live in…, Me gusta…/I like…
  • adding captions in Spanish and English for a photographic display of a class event or experience such as sports day or school camp, for example, ¡De excursión en la granja! Nuestros experimentos de ciencia. Aquí estamos comiendo ceviche

  VCESC117 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCFRC061

  Create simple songs, plays or stories to entertain others, involving imagined contexts and characters

  Elaborations

  • creating and performing texts such as les raps, les poèmes or les sketchs, experimenting with the musicality, rhythms and non-verbal expressiveness of French
  • performing unscripted explorations of characters, contexts and concepts (for example, l’amitié, la peur, la liberté), using gestures, voice and props to build mood, drama and effect and to explore expression and emotion
  • creating simple texts such as picture books, bedtime stories or cartoons for younger children, selecting appropriate language, rhythms and images to enrich the visual or listening experience

  VCFRC061 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCFRC047

  Reflect on aspects of own identity and language use, for example, by creating personal or group profiles or portfolios

  Elaborations

  • creating a self-profile, using captioned photos, slide presentations, posters or concept maps to highlight key characteristics, relationships and ways of using language
  • preparing a class profile to exchange with French-speaking students, showing language backgrounds, interests and personalities represented in the class, and using captions and symbols such as flags, emoticons, and words from different languages
  • exploring the idea of stereotypes associated with languages and identities, discussing how groups of people tend to think about themselves and others, and how stereotypes affect attitudes and communication and can be inaccurate
  • comparing own ways of using language with those of peers, considering how family and community shape identity and communication, for example, using more than one language, celebrating or expressing feelings in various ways
  • considering whether learning and using French impacts on identity either in or out of the classroom

  VCFRC047 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCFRC045

  Create own bilingual texts and learning resources such as displays, websites, newsletters or word banks

  Elaborations

  • creating parallel lists of informal French and English expressions for everyday interactions with friends and family, for example, à tout à l’heure! /‘ See you later’; génial/ ‘cool’; salut, ça va!/ ‘Good day!’; Amuse-toi bien/ ‘have fun’; bisous/ ‘love’
  • composing bilingual texts such as posters for class or school assembly performances, events or displays, for example, Les pays francophones, les fêtes françaises, le 14 juillet
  • using bilingual dictionaries and electronic translation tools to compose bilingual texts such as captions, menus or school timetables, comparing results and noticing problems associated with translation
  • constructing and co-maintaining a bilingual website with a sister-school or contact group of young English learners in a French-speaking community
  • creating bilingual texts for younger readers based on models such as Oops et Ohlala, involving one English-speaking and one French-speaking character and incorporating instances of possible intercultural miscommunication

  VCFRC045 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCFRC078

  Analyse how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence

  Elaborations

  • expressing emotional or aesthetic responses to texts such as short stories, poems, cartoons, films and songs (for example, c’est émouvant, c’est troublant, ils sont mélancoliques, c’est trop beau, c’est amusant, ça fait rire), and identifying how mood is created and narrative is developed through language and expression
  • talking about how imaginative texts use structure, language and mood to build action, develop character and position the reader, using modelled descriptive and analytic language, for example, Les adjectifs et les adverbes sont très évocatifs; il y a un rythme qui crée un atmosphère de tristesse; la voix du narrateur calme le lecteur
  • comparing lyrics, themes and styles of popular French- and English-language songs, and tracking similarities and differences in genres and modes of expression, for example by comparing winners of Australian Idol and Francouvertes or La Voix
  • reading, viewing or listening to extracts from expressive contemporary texts such as poems, songs, dance, street art and performance, identifying elements of expression that reflect French cultural traditions or experience

  VCFRC078 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCFRC009

  Create simple print or digital texts that use both French and English, such as labels, word banks, wall charts or ID cards

  Elaborations

  • collecting French and English words that are similar or identical and have the same meaning but are pronounced differently, for example, la police, la table, la routine, six
  • designing and using bilingual fiches personnelles with identifying details supplied in both languages, for example, nom, prénom(s), ȃge, mes amis sont…, j’habite…, j’aime…
  • writing captions in French and in English for a photographic display to record a class event or experience such as sports day, school camp or pets day
  • making own bilingual picture dictionaries with captions, stickers and simple descriptions to explain culture-specific terms such as la bise, le goûter or la rentrée

  VCFRC009 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Translating