VC2E4LY08
Parents start here
Your child is learning to see how word choices and layout shape a text.
- Explain how an author's word choices create a particular effect (e.g., 'The author uses "crept" instead of "walked" to make it feel sneaky and tense')
- Identify how a text's structure helps the reader (e.g., 'The headings help you find information quickly', 'The story builds suspense before the ending')
One skill from the map, ages 7–10 — its page has the rest of the checklist and what comes next. Candidate alignment, machine-suggested and unreviewed (v0.1).
A Victorian Curriculum F–10 Version 2.0 content description in English, Level 4. The description text is © VCAA and not reproduced here — read the official wording at the VCAA site.
Official source: Victorian Curriculum F–10 V2.0 — English ↗ · content © VCAA (CC-BY-NC) · codes shown as reference labels only
Closest Australian Curriculum v9 codes
The national codes this Victorian code most closely corresponds to — machine-suggested candidates, unreviewed (v0.1).
identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes
Other skills on the Learning Map matched to this code — candidate alignments, machine-suggested and unreviewed (v0.1).
6 other candidate matches — 3 medium, 3 low
Alignments generated 9 July 2026, unreviewed.
Nearby in the Literacy strand (Level 4):
VC2E4LY01VC2E4LY02VC2E4LY03VC2E4LY04VC2E4LY05VC2E4LY06VC2E4LY07VC2E4LY09
Teaching this? Learning Map for teachers has the sequencing view and copy-paste words to send home.