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You are viewing the Victorian Curriculum F–10 Version 2.0.

English

INTRODUCTIONCURRICULUMSCOPE AND SEQUENCERESOURCESGLOSSARY

Curriculum

Levels

Foundation

Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

Level 7

Level 8

Level 9

Level 10

The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.

The achievement standards explicitly link together skills drawn from the 3 strands, and map these directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and...

The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.

The achievement standards explicitly link together skills drawn from the 3 strands, and map these directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading...

The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.

The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and...

The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.

The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and...

The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.

The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and...

The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.

The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and...

The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.

The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and...

The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.

The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and...

The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.

The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and...

The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.

The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and...

The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.

The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and...

By the end of Foundation, students demonstrate the following skills in English.

When interacting with others, students...

When listening, reading and viewing, students...

When creating and sharing short texts,...

By the end of Level 1, students demonstrate the following skills in English.

When interacting with others, students understand...

When listening, reading and viewing, students...

When creating short written and spoken...

By the end of Level 2, students demonstrate the following skills in English.

When interacting with others, students apply...

When reading and viewing, students engage...

When creating short written and spoken...

By the end of Level 3, students demonstrate the following skills in English.

When interacting with others, students extend...

When reading and viewing, students engage...

When creating written and spoken texts...

By the end of Level 4, students demonstrate the following skills in English.

When interacting with others, students use...

When reading and viewing, students engage...

When creating written and spoken texts...

By the end of Level 5, students demonstrate the following skills in English.

When interacting with others, students use...

When reading and viewing, students engage...

When creating written and spoken texts...

By the end of Level 6, students demonstrate the following skills in English.

When interacting with others, students use...

When reading and viewing, students engage...

When creating written and spoken texts...

By the end of Level 7, students demonstrate the following skills in English.

When interacting with others, students explore...

When reading and viewing, students engage...

When creating written and spoken texts,...

By the end of Level 8, students demonstrate the following skills in English.

When interacting with others, students explore...

When reading and viewing, students engage...

When creating written and spoken texts,...

By the end of Level 9, students demonstrate the following skills in English.

When interacting with others, students explore...

When reading and viewing, students engage...

When creating written and spoken texts,...

By the end of Level 10, students demonstrate the following skills in English.

When interacting with others, students use...

When reading and viewing, students engage...

When creating written and spoken texts,...

Content descriptions – Foundation

Students learn to:

explore how language is used differently at home and school depending on the relationships between people

VC2EFLA01

explore different ways of using language to express preferences, likes and dislikes

VC2EFLA02

Students learn to:

understand that texts can take many forms, such as signs, books and digital texts

VC2EFLA03

understand concepts about print in print and digital texts, including how books and simple digital texts are usually organised

VC2EFLA04

Students learn to:

recognise that sentences are key units for expressing ideas

VC2EFLA05

recognise that sentences are made up of groups of words that work together in particular ways to make meaning

VC2EFLA06

explore the contribution of images, words and sound to meaning in stories and informative texts

VC2EFLA07

recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school

VC2EFLA08

identify punctuation as a feature of written text different from letters; recognise that capital letters are used for names, and that capital letters also signal the beginning of sentences while punctuation marks signal the end

VC2EFLA09

Students learn to:

discuss experiences that are similar or different to their own by engaging with literary texts by Aboriginal and Torres Strait Islander authors and illustrators and a wide range of Australian and world authors and illustrators

VC2EFLE01

Students learn to:

respond to stories and share feelings and thoughts about the events and characters depicted

VC2EFLE02

Students learn to:

recognise a range of literary texts and identify features including events, characters, and beginnings and endings

VC2EFLE03

explore and replicate the rhythms and sound patterns of poems, chants, rhymes and songs

VC2EFLE04

Students learn to:

retell and adapt a range of previously encountered literary texts through play, performance, images, drawing and writing

VC2EFLE05

Students learn to:

interact in informal and structured situations, using appropriate voice levels and listening while others read or speak

VC2EFLY01

deliver short spoken texts to an audience using features of voice

VC2EFLY02

Students learn to:

recognise and generate syllables, rhyming words, alliteration patterns and phonemes in spoken words (phonological awareness)

VC2EFLY03

orally blend, segment and manipulate one-syllable words (phonemic awareness)

VC2EFLY04

use knowledge of letters and sounds to read and spell consonant-vowel-consonant (CVC) words (phoneme–grapheme correspondence knowledge)

VC2EFLY05

recognise and name all upper- and lower-case letters and know the most common phoneme–grapheme correspondences (sound–letter relationships)

VC2EFLY06

read and write some high-frequency words and other familiar words

VC2EFLY07

understand that words are units of meaning and can be made of more than one meaningful part (morphemic knowledge)

VC2EFLY08

Students learn to:

read decodable and authentic texts using developing phonic knowledge, and make and monitor meaning using context and emerging grammatical knowledge

VC2EFLY09

Students learn to:

identify some familiar types of texts, such as stories and informative texts, and the contexts in which they are used

VC2EFLY10

Students learn to:

identify some differences between narrative and informative texts

VC2EFLY11

use comprehension strategies, such as visualising, predicting, connecting, summarising and questioning, to understand and discuss texts listened to, viewed or read independently

VC2EFLY12

Students learn to:

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

VC2EFLY13

participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops

VC2EFLY14

form most lower-case and upper-case letters using learnt letter formations

VC2EFLY15

Content descriptions – Level 1

Students learn to:

explore how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands

VC2E1LA01

explore language to provide reasons for likes, dislikes and preferences

VC2E1LA02

Students learn to:

explore how types of texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain

VC2E1LA03

explore how repetition, rhyme and rhythm create cohesion in simple poems, chants and songs

VC2E1LA04

understand how concepts about print in printed and digital texts are organised using features such as page numbers, tables of contents, headings and titles, navigation buttons, swipe screens, verbal commands, links and images

VC2E1LA05

Students learn to:

understand that a simple sentence consists of a single independent clause representing a single event or idea

VC2E1LA06

understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives), relationships in time and space (prepositions) and details such as when, where and how (adverbs)

VC2E1LA07

compare how images and sound in different types of texts contribute to meaning

VC2E1LA08

recognise and understand vocabulary across the curriculum, such as topic-specific vocabulary in other learning areas

VC2E1LA09

understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for proper nouns

VC2E1LA10

Students learn to:

discuss how language and images are used to create characters, settings and events in literary texts by Aboriginal and Torres Strait Islander authors and illustrators and a wide range of Australian and world authors and illustrators

VC2E1LE01

Students learn to:

discuss a range of literary texts and share responses by making connections with their own experiences

VC2E1LE02

Students learn to:

discuss plots, characters and settings through a range of literary texts

VC2E1LE03

listen to, recite and discuss poems, chants, rhymes and songs, and imitate and invent sound patterns including alliteration and rhyme

VC2E1LE04

Students learn to:

retell or adapt a range of previously encountered literary texts using plot and characters, structure, language features and vocabulary, through role-play, writing and drawing

VC2E1LE05

Students learn to:

use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the read or spoken contributions of others, and contributing ideas and questions

VC2E1LY01

deliver short spoken texts to an audience using features of voice

VC2E1LY02

Students learn to:

blend, segment and manipulate phonemes in words (phonemic awareness), including words with consonant blends at the beginning and end, and words with more than one syllable

VC2E1LY03

use knowledge of short vowels, common long vowels, consonant blends and digraphs to read and write one- and 2-syllable words

VC2E1LY04

understand that a letter can represent more than one sound and that a syllable must contain a vowel sound

VC2E1LY05

spell one- and 2-syllable words with common letter patterns

VC2E1LY06

read and write an increasing number of high-frequency words

VC2E1LY07

recognise and know how to use grammatical morphemes to create word families

VC2E1LY08

Students learn to:

read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and make and monitor meaning using context and grammatical knowledge

VC2E1LY09

Students learn to:

discuss different types of texts drawn from a range of cultures and experiences

VC2E1LY10

Students learn to:

describe some similarities and differences between narrative, informative and persuasive texts

VC2E1LY11

use comprehension strategies, such as visualising, predicting, connecting, summarising and questioning, and draw on learnt vocabulary and growing knowledge of context and text structures to build literal and inferred meanings

VC2E1LY12

Students learn to:

create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion

VC2E1LY13

re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation

VC2E1LY14

write words using unjoined lower-case and upper-case letters

VC2E1LY15

Content descriptions – Level 2

Students learn to:

explore how interpersonal language choices vary depending on the context, including the different roles taken on in interactions

VC2E2LA01

explore how language can be used for appreciating texts and providing reasons for preferences

VC2E2LA02

Students learn to:

identify how different types of texts across the curriculum are organised differently and use language features depending on purposes

VC2E2LA03

understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred

VC2E2LA04

navigate print and digital texts using chapters, tables of contents, indexes, sidebar menus, drop-down menus or links

VC2E2LA05

Students learn to:

understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction

VC2E2LA06

understand that in sentences, nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups

VC2E2LA07

understand that images and sound add to or multiply the meanings of a text

VC2E2LA08

apply learnt vocabulary and begin to make conscious choices to suit the topic

VC2E2LA09

recognise that capital letters are used in titles and commas are used to separate items in lists

VC2E2LA10

Students learn to:

discuss how characters and settings are connected in literary texts created by Aboriginal and Torres Strait Islander authors and illustrators and a wide range of Australian and world authors and illustrators

VC2E2LE01

Students learn to:

compare features of a range of literary texts, such as characters and settings, and share personal preferences

VC2E2LE02

Students learn to:

discuss the plots, characters and settings of a range of literary texts and identify how language is used to present these features in different ways

VC2E2LE03

identify, reproduce and experiment with rhythmic sound and word patterns in poems, chants, rhymes and songs

VC2E2LE04

Students learn to:

create texts by adapting structures and language features of previously encountered literary texts through writing, drawing and performance

VC2E2LE05

Students learn to:

use interaction skills when engaging with topics and texts, actively listening to others, receiving instructions and extending their own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions

VC2E2LY01

deliver short spoken texts to an audience using features of voice

VC2E2LY02

Students learn to:

use knowledge of blending, segmenting and manipulating to read and write increasingly complex words (phonemic awareness)

VC2E2LY03

use phoneme–grapheme correspondence knowledge to read and write words of one or more syllables with vowel digraphs, less common long vowel patterns, consonant blends and silent letters (phonic knowledge)

VC2E2LY04

use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words

VC2E2LY05

build morphemic word families using knowledge of prefixes and suffixes

VC2E2LY06

Students learn to:

read different types of texts with phrasing and fluency, using phonic and word knowledge, and make and monitor meaning by re-reading and self-correcting

VC2E2LY07

Students learn to:

discuss how similar topics and information are presented in different types of texts

VC2E2LY08

Students learn to:

identify the purpose and audience of different types of texts

VC2E2LY09

use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, and begin to analyse texts by drawing on a growing knowledge of context and text structures to build literal and inferred meanings

VC2E2LY10

Students learn to:

create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate

VC2E2LY11

re-read and edit texts for spelling, sentence boundary punctuation and text structure

VC2E2LY12

write words legibly and with growing fluency using unjoined lower-case and upper-case letters

VC2E2LY13

Content descriptions – Level 3

Students learn to:

understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality

VC2E3LA01

understand how the language of evaluation and emotion can be varied to be more or less forceful

VC2E3LA02

Students learn to:

describe how different types of texts across the curriculum have different language features and structures depending on purposes

VC2E3LA03

understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together

VC2E3LA04

identify the purpose of layout features in print and digital texts and the words used for navigation

VC2E3LA05

Students learn to:

understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree

VC2E3LA06

understand how verbs represent different processes for doing, feeling, thinking, saying and relating

VC2E3LA07

understand that verbs are anchored in time through tense

VC2E3LA08

understand how modal verbs indicate obligation, probability and possibility

VC2E3LA09

identify how images and sound extend the meaning of a text

VC2E3LA10

extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts

VC2E3LA11

understand that apostrophes signal missing letters in contractions, and how apostrophes are used to show singular and plural possession in regular and irregular nouns

VC2E3LA12

Students learn to:

discuss characters, settings and events in different contexts in literary texts by Aboriginal and Torres Strait Islander authors and illustrators and a wide range of Australian and world authors and illustrators

VC2E3LE01

Students learn to:

discuss connections between personal experiences and character experiences in a range of literary texts and give reasons for personal preferences

VC2E3LE02

Students learn to:

discuss how an author uses language and illustrations to build plots and portray characters and settings in literary texts, and explore how mood is created through settings and events

VC2E3LE03

identify and discuss some literary devices, including rhythm and onomatopoeia in poetry and prose, and discuss the ways that they shape the reader’s reaction

VC2E3LE04

Students learn to:

create texts, using or adapting language features, characters, settings, plot structures and ideas from literary texts they have encountered

VC2E3LE05

Students learn to:

use interaction skills to contribute to conversations and discussions to share text- or topic-based information and ideas

VC2E3LY01

deliver spoken texts to an audience using features of voice

VC2E3LY02

Students learn to:

understand how to apply knowledge of phoneme–grapheme correspondences, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns

VC2E3LY03

understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words

VC2E3LY04

use phoneme–grapheme relationships and less common letter patterns to spell words

VC2E3LY05

recognise and know how to write most high-frequency words, including some homophones

VC2E3LY06

Students learn to:

read different types of texts using phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when required

VC2E3LY07

Students learn to:

discuss how texts with similar purposes can be created for different audiences

VC2E3LY08

Students learn to:

identify the purpose and audience of different types of texts through the use of language features and/or images in the texts

VC2E3LY09

use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to analyse texts by drawing on a growing knowledge of context, text structures and language features to build literal and inferred meanings

VC2E3LY10

Students learn to:

create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate

VC2E3LY11

re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation

VC2E3LY12

write words using joined letters that are clearly formed and consistent in size

VC2E3LY13

Content descriptions – Level 4

Students learn to:

understand how language is used to develop relationships in formal and informal situations

VC2E4LA01

identify and differentiate the language of opinion, facts and feelings

VC2E4LA02

Students learn to:

describe how different types of texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes

VC2E4LA03

understand how text connectives, including temporal and conditional words, and topic word associations, are used to sequence and connect ideas

VC2E4LA04

identify navigation features of digital texts that enhance readability, including headlines, drop-down menus, links, graphics and layout

VC2E4LA05

Students learn to:

understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality

VC2E4LA06

understand how adverb groups or phrases and prepositional phrases work in different ways to provide circumstantial details about an activity

VC2E4LA07

understand past, present and future tenses and their impact on meaning in a sentence

VC2E4LA08

explore how the use of sound and choices in the framing of an image, the placement of elements in the image, and the salience in the image affect the composition of still and moving images and enhance the meaning of a text

VC2E4LA09

expand vocabulary by exploring a range of synonyms and antonyms, and using words encountered in a range of sources

VC2E4LA10

understand that punctuation signals dialogue through quotation marks and that dialogue follows conventions for the use of capital letters, commas and boundary punctuation

VC2E4LA11

explore how quoted (direct) and reported (indirect) speech are used

VC2E4LA12

Students learn to:

recognise similar storylines, ideas and relationships in different contexts in literary texts by Aboriginal and Torres Strait Islander authors and a wide range of Australian and world authors

VC2E4LE01

Students learn to:

describe the effects of text structures and language features in a range of literary texts when responding to and sharing opinions

VC2E4LE02

Students learn to:

compare how authors and illustrators make literary texts exciting, moving and absorbing and hold readers’ interest by using plot tension, character and setting

VC2E4LE03

explore the use of literary devices and deliberate wordplay, including grammar, in prose and poetry, and the ways that they shape meaning

VC2E4LE04

Students learn to:

create texts by developing storylines, characters and settings, and using language features from literary texts they have encountered and from their own experiences

VC2E4LE05

Students learn to:

use interaction skills to gather information in order to carry out tasks, contribute to discussions, acknowledge another opinion, link a response to the text or topic, and share and extend ideas and information

VC2E4LY01

deliver structured spoken texts to an audience using features of voice

VC2E4LY02

Students learn to:

understand how to use and apply phonological and morphological knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes

VC2E4LY03

understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, word origins, and common prefixes and suffixes to spell more complex words

VC2E4LY04

read and write high-frequency words including homophones and know how to use context to identify correct spelling

VC2E4LY05

Students learn to:

read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed

VC2E4LY06

Students learn to:

compare how texts from different times, with similar purposes and audiences, depict ideas or events

VC2E4LY07

Students learn to:

identify the characteristic features used in different types of texts to meet the purpose and audience of the text

VC2E4LY08

use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings

VC2E4LY09

Students learn to:

create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate

VC2E4LY10

re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure

VC2E4LY11

write words using clearly formed joined letters, with developing fluency and automaticity

VC2E4LY12

Content descriptions – Level 5

Students learn to:

understand how language is selected for social contexts and that it helps to signal social roles and relationships

VC2E5LA01

understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources

VC2E5LA02

Students learn to:

describe how different types of texts use language features and are typically organised into characteristic stages and phases, depending on purposes

VC2E5LA03

understand how texts are sequenced and can be made cohesive by using the starting point of a sentence or paragraph to give prominence to the message and to guide the reader through the text

VC2E5LA04

Students learn to:

understand that the structure of a complex sentence includes an independent clause and at least one dependent clause, and understand how writers can use this structure for effect

VC2E5LA05

understand how noun groups can be expanded in a variety of ways to provide a fuller description of a person, place, thing or idea

VC2E5LA06

explain how the sequence of still and moving images and the use of sound in texts affect meaning

VC2E5LA07

understand how vocabulary is used to express greater precision of meaning, including through the use of specialist and technical terms

VC2E5LA08

understand how to use commas to indicate prepositional phrases, and how to use apostrophes where there is multiple possession in regular and irregular nouns

VC2E5LA09

Students learn to:

identify aspects of literary texts that represent details or information about historical, cultural and social contexts in literature by Aboriginal and Torres Strait Islander authors and a wide range of Australian and world authors

VC2E5LE01

Students learn to:

form and share opinions on a literary text, using metalanguage to describe relevant literary devices, text structures and language features in a range of literary texts

VC2E5LE02

Students learn to:

recognise that the point of view in a literary text influences how readers interpret and respond to plots, characters and events

VC2E5LE03

compare the effects of imagery, including simile, metaphor and personification, and sound devices in prose and poetry

VC2E5LE04

Students learn to:

create texts, experimenting with vocabulary, figurative language, storylines, characters and settings from literary texts they have encountered

VC2E5LE05

Students learn to:

use interaction skills including paraphrasing and questioning to clarify meaning, make connections to personal experience or to a text, and present and justify an opinion or idea

VC2E5LY01

deliver structured spoken and multimodal texts to an audience for a specific purpose, using features of voice

VC2E5LY02

Students learn to:

use phonological, morphological and vocabulary knowledge to read and spell words that share common letter patterns but have different pronunciations

VC2E5LY03

build and spell new words from knowledge of known words, base words, prefixes and suffixes, word origins (etymology), letter patterns and spelling generalisations

VC2E5LY04

explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word

VC2E5LY05

Students learn to:

read different types of increasingly complex texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed

VC2E5LY06

Students learn to:

describe the ways in which a text reflects the time and place in which it was created

VC2E5LY07

Students learn to:

explain characteristic features used to meet the purpose and audience in different types of texts

VC2E5LY08

use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to evaluate information and ideas to build literal and inferred meanings

VC2E5LY09

Students learn to:

create different types of texts, written and spoken, with relevant, elaborated and sequenced ideas, using text structure appropriate for topic, purpose and audience, and multimodal elements as appropriate

VC2E5LY10

re-read and edit their own texts and the texts of others using agreed criteria for text structures and language features

VC2E5LY11

write legibly, fluently and automatically

VC2E5LY12

Content descriptions – Level 6

Students learn to:

understand how language varies as levels of formality and social distance change

VC2E6LA01

understand the uses of objective and subjective language, and identify bias

VC2E6LA02

Students learn to:

explain how different types of texts are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features

VC2E6LA03

understand that sequence and cohesion can be created by the intentional use of repetition of text structures, language features and vocabulary

VC2E6LA04

Students learn to:

understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas

VC2E6LA05

understand how the choice of verb, elaborated tenses and a range of adverb groups can expand and sharpen ideas

VC2E6LA06

identify the ways that still images (such as figures, tables, diagrams, maps and graphs), moving images and sound are used in texts to create point of view

VC2E6LA07

examine how authors use vivid vocabulary and figurative language, such as metaphors, similes, personification, idioms, imagery and hyperbole

VC2E6LA08

understand how to use commas to separate a dependent clause from an independent clause

VC2E6LA09

Students learn to:

explore their responses to characters and events in literary texts drawn from historical, cultural or social contexts by Aboriginal and Torres Strait Islander authors and a wide range of Australian and world authors

VC2E6LE01

Students learn to:

compare language choices, modality, emphasis, repetition and metaphor, and topics, themes or plots in a range of literary texts

VC2E6LE02

Students learn to:

describe characteristics of literary texts that define an author’s individual style

VC2E6LE03

explain the way authors use sound and imagery to create meaning and effect in prose and poetry

VC2E6LE04

Students learn to:

create texts that adapt plot structure, characters, settings and/or ideas from literary texts they have encountered, and experiment with vocabulary and literary devices

VC2E6LE05

Students learn to:

use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas; developing and supporting arguments; and sharing and evaluating information, experiences and opinions

VC2E6LY01

deliver structured spoken and multimodal texts to an intended audience for a specific purpose, using appropriate features of voice

VC2E6LY02

Students learn to:

use combined phonological, morphological and vocabulary knowledge to read and write increasingly complex words

VC2E6LY03

use their knowledge of known words, base words, prefixes, suffixes, letter patterns, spelling generalisations and word origins (etymology), including some Latin and Greek roots, to spell new words, including technical words

VC2E6LY04

Students learn to:

select and read different types of texts of varying complexity, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed

VC2E6LY05

Students learn to:

examine texts, including media texts, that represent ideas and events, and identify how they reflect the context in which they were created

VC2E6LY06

Students learn to:

analyse how text structures and language features work together to meet the purpose of a text and engage and influence audiences

VC2E6LY07

use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, and connect and compare ideas from a variety of sources to build literal and inferred meanings

VC2E6LY08

Students learn to:

create different types of texts, written and spoken, with developed and organised ideas for purpose and audience, and multimodal elements as appropriate

VC2E6LY09

re-read and edit their own texts and the texts of others using agreed criteria and exploring editing choices

VC2E6LY10

write legibly, fluently and automatically for sustained periods

VC2E6LY11

Content descriptions – Level 7

Students learn to:

understand how language expresses and creates personal and social identities

VC2E7LA01

understand the language of evaluation and substantiation

VC2E7LA02

Students learn to:

identify and describe how texts are structured differently depending on their purpose, and how language features vary in texts

VC2E7LA03

understand that the cohesion of texts relies on devices that signal, structure and sequence, such as overviews, examples, and beginnings and endings

VC2E7LA04

Students learn to:

understand how complex and compound-complex sentences can be used to elaborate, extend and explain ideas

VC2E7LA05

understand how consistency of tense through verbs and verb groups achieves clarity

VC2E7LA06

explore how still images, moving images and sound can be used to create a perspective

VC2E7LA07

explore the role of vocabulary in building specialist and technical knowledge, including terms that have both everyday and technical meanings

VC2E7LA08

understand the use of punctuation including colons and brackets to support meaning

VC2E7LA09

Students learn to:

identify and explore ideas, points of view, characters, events and/or issues in literary texts, drawn from different historical, cultural and/or social contexts by Aboriginal and Torres Strait Islander authors and a wide range of Australian and world authors

VC2E7LE01

Students learn to:

develop an opinion about characters, settings and events in literary texts, identifying areas of agreement and difference with others’ opinions and justifying a response

VC2E7LE02

explore the ways that literary devices and language features, such as dialogue, and still and moving images are used to create character, and to influence emotions and opinions in a range of literary texts

VC2E7LE03

Students learn to:

identify and explain the ways that characters, settings and events combine to create meaning in literary texts

VC2E7LE04

identify and explain how literary devices create layers of meaning and aesthetic qualities in literary texts, including poetry

VC2E7LE05

Students learn to:

create texts that experiment with literary language features and devices encountered in texts

VC2E7LE06

Students learn to:

use interaction skills when discussing ideas and information, including evaluations of the features of texts

VC2E7LY01

deliver structured spoken texts for a specific purpose and audience, employing formal language and using appropriate features of voice and multimodal or digital elements

VC2E7LY02

Students learn to:

understand how to use spelling rules, base words, suffixes, prefixes, spelling patterns and word origins (etymology), including Greek and Latin roots, to learn new words and how to spell them

VC2E7LY03

Students learn to:

explain the effect of current technology on reading, creating and responding to texts, including media texts

VC2E7LY04

Students learn to:

analyse the ways in which language features shape meaning and vary according to audience and purpose

VC2E7LY05

explain the structure of ideas such as the use of taxonomies, cause and effect, extended metaphors and chronology

VC2E7LY06

use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to analyse and summarise information and ideas

VC2E7LY07

Students learn to:

create different types of texts, written and spoken, selecting aspects of subject matter and particular language and print, multimodal and/or digital elements to convey information and ideas to a specific audience

VC2E7LY08

review and edit their own texts and the texts of others by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact and coherence, and reflect on these processes

VC2E7LY09

Content descriptions – Level 8

Students learn to:

understand how language shapes relationships and roles

VC2E8LA01

understand how language features such as simile and metaphor can add layers of meaning to the language of evaluation and substantiation

VC2E8LA02

Students learn to:

explain how texts are structured depending on their purpose and how language features vary, recognising that some texts are hybrids

VC2E8LA03

understand how cohesion in texts is improved by strengthening internal structures and sequence, with evidence, quotations and substantiation of claims

VC2E8LA04

Students learn to:

examine a variety of clause structures, including embedded clauses, that add information and expand ideas in sentences

VC2E8LA05

understand the effect of nominalisation in texts

VC2E8LA06

explore how still images, moving images and sound use intertextual references to enhance and layer meaning

VC2E8LA07

examine the role and use of academic vocabulary

VC2E8LA08

understand and use punctuation conventions, including semicolons and dashes, to extend ideas and support meaning

VC2E8LA09

Students learn to:

explain the ways that ideas, issues and points of view in literary texts drawn from diverse historical, cultural and social contexts by Aboriginal and Torres Strait Islander authors, and a wide range of Australian and world authors, may represent the values of individuals and groups

VC2E8LE01

Students learn to:

explore opinions about the language features, literary devices and text structures that contribute to the styles of literary texts

VC2E8LE02

explain how language and still and moving images in a range of literary texts influence an audience’s response to and formation of social and/or ethical positions

VC2E8LE03

Students learn to:

identify intertextual references in literary texts and explain how the references enable new understandings

VC2E8LE04

explore how language features such as sentence patterns create tone and voice, and how literary devices such as imagery create meaning and aesthetic qualities in literary texts

VC2E8LE05

Students learn to:

create texts that experiment with literary language features and literary devices for particular purposes and effects

VC2E8LE06

Students learn to:

use interaction skills for identified purposes and contexts, including when supporting or challenging the stated or implied meanings of texts in discussion

VC2E8LY01

deliver structured spoken texts for particular purposes and audiences to suit formal and informal contexts, using features of voice and multimodal or digital elements

VC2E8LY02

Students learn to:

explore and use learnt knowledge to spell technical and academic words consistently and accurately

VC2E8LY03

Students learn to:

describe how representations of people, places and events reflect the context of the text

VC2E8LY04

Students learn to:

analyse and evaluate the ways that language features represent perspectives on an issue, event, situation, individual or group, and the ways that quotations and sources are used and repurposed in a text

VC2E8LY05

analyse how authors organise ideas to develop and shape meaning

VC2E8LY06

use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to interpret and evaluate ideas in texts

VC2E8LY07

Students learn to:

create different types of texts, written and spoken, that raise issues, report events and advance opinions, using deliberate language and textual choices, and print, multimodal and/or digital elements as appropriate

VC2E8LY08

review and edit to refine and clarify ideas to improve the effectiveness and coherence of their own texts and the texts of others, and reflect on these processes

VC2E8LY09

Content descriptions – Level 9

Students learn to:

understand how language strengthens relationships and roles

VC2E9LA01

understand how the language of evaluation and substantiation expresses individual views and values through language features such as allusion, evocative vocabulary and metaphor

VC2E9LA02

Students learn to:

explore the ways that text structures and language features can be adapted and altered according to purpose

VC2E9LA03

understand how a range of cohesive devices, including nominalisation, condense information in texts and link, expand and sequence ideas

VC2E9LA04

Students learn to:

explore how authors vary sentence structures for effect, such as using a sentence fragment, or intentionally using a dependent clause on its own

VC2E9LA05

understand how abstract nouns can be used to summarise ideas in text

VC2E9LA06

analyse how symbols in still and moving images and the use of sound augment meaning

VC2E9LA07

analyse how vocabulary choices contribute to style, mood and tone

VC2E9LA08

understand and use punctuation conventions to condense information and for referencing and citing others for formal and informal purposes

VC2E9LA09

Students learn to:

analyse the representations of people and places in literary texts, drawn from diverse historical, cultural and social contexts, by Aboriginal and Torres Strait Islander authors and a wide range of Australian and world authors

VC2E9LE01

Students learn to:

explore and develop responses, including personal responses, to literary texts, comparing initial and subsequent impressions

VC2E9LE02

analyse how literary devices and language features, and still and moving images, shape an audience’s preference about the social, moral or ethical positions presented in literary texts

VC2E9LE03

Students learn to:

analyse the effect of text structures, language features and literary devices such as extended metaphor, metonymy, allegory, symbolism and intertextual references

VC2E9LE04

analyse the ways that text structures, language features and literary devices in literary texts create aesthetic qualities

VC2E9LE05

Students learn to:

create texts, which may be hybrid, that experiment with literary text structures, language features and devices, and voice, for purposes and audiences

VC2E9LE06

Students learn to:

use interaction skills to discuss opinions regarding texts that have different purposes and audiences, analysing how language features position an audience to respond in particular ways

VC2E9LY01

deliver structured spoken texts for particular purposes, demonstrating different levels of formality in consideration of audience, using features of voice and multimodal or digital elements

VC2E9LY02

Students learn to:

use learnt knowledge to spell accurately and consistently, and understand that non-standard spelling is used in texts for particular effects, such as characterisation and humour, and to represent accents and distinctive speech

VC2E9LY03

Students learn to:

analyse how representations of people, places, events and concepts reflect contexts

VC2E9LY04

Students learn to:

analyse and evaluate how language features are used to explicitly represent values, beliefs and attitudes

VC2E9LY05

analyse the organisation of ideas in paragraphs and extended texts, and evaluate its impact on meaning

VC2E9LY06

use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to compare and contrast ideas and opinions in and between texts

VC2E9LY07

Students learn to:

create different types of texts, written and spoken, that present a point of view and advance, illustrate or expand ideas, including texts that integrate print, multimodal and/or digital elements in deliberate consideration of an audience

VC2E9LY08

review and edit their own texts and the texts of others to improve clarity, coherence and control over content, organisation, paragraphing, sentence structure, vocabulary and multimodal elements, and reflect on these processes

VC2E9LY09

Content descriptions – Level 10

Students learn to:

understand how language can have inclusive and exclusive social effects, and how it can empower or disempower people

VC2E10LA01

understand that language used to evaluate and substantiate, implicitly or explicitly, reveals views and values

VC2E10LA02

Students learn to:

analyse text structures and language features and evaluate their effectiveness in achieving their purpose

VC2E10LA03

understand how text structures are selected and can be varied to create sequence and cohesion

VC2E10LA04

Students learn to:

analyse and evaluate the effectiveness of particular sentence structures to express and craft ideas

VC2E10LA05

analyse how syntax contributes to meaning and style

VC2E10LA06

evaluate the features of still and moving images, and the use of sound, and the effects of those choices on representations

VC2E10LA07

understand and use, with precision, an expanded vocabulary

VC2E10LA08

use and experiment with punctuation for meaning and effect

VC2E10LA09

Students learn to:

analyse representations of individuals, groups and places and evaluate how they reflect their context in literary texts by Aboriginal and Torres Strait Islander authors and a wide range of Australian and world authors

VC2E10LE01

Students learn to:

synthesise their own interpretation of a literary text, and explore the interpretations of others

VC2E10LE02

analyse the ways that social, moral or ethical positions are represented in a range of literary texts

VC2E10LE03

Students learn to:

analyse how text structure, language features, literary devices and intertextual connections shape interpretations of literary texts

VC2E10LE04

compare and evaluate how ‘voice’ as a literary device is used in a range of texts to evoke emotional responses and to create aesthetic qualities

VC2E10LE05

Students learn to:

create texts with a sustained voice, selecting and adapting literary text structures and devices, and language, auditory and visual features for purposes and audiences

VC2E10LE06

Students learn to:

use interaction skills to discuss an opinion about texts and analyse the purposes and effects of text structures and language features

VC2E10LY01

deliver structured spoken texts for particular purposes, experimenting with formality in deliberate consideration of an audience, using features of voice and multimodal or digital elements

VC2E10LY02

Students learn to:

use learnt knowledge of the spelling system to spell words accurately and to manipulate standard and non-standard spelling for particular effects

VC2E10LY03

Students learn to:

analyse and evaluate how people, places, events and concepts are represented in texts and reflect contexts

VC2E10LY04

Students learn to:

analyse and evaluate how language features are used to implicitly and explicitly represent values, beliefs and attitudes

VC2E10LY05

analyse and evaluate how authors organise ideas in texts to achieve a purpose

VC2E10LY06

integrate comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to analyse and interpret complex and abstract ideas

VC2E10LY07

Students learn to:

create different types of texts, written and spoken, that reflect on challenging and complex issues, including texts that combine specific print, multimodal and/or digital elements, for a range of purposes and in deliberate consideration of an audience

VC2E10LY08

review, edit and refine their own texts and the texts of others for control and coherence of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects, and reflect on these processes

VC2E10LY09