One of the quiet shifts in the 2024–2028 VCE English Study Design is the way reading is framed. VCAA has been explicit in its curriculum briefings that reading is no longer treated as a passive precursor to writing. It is an assessed intellectual skill in its own right. Students are expected to read analytically, selectively and with purpose, and the exam is designed to reveal whether they can do this under pressure.
Students who struggle in VCE English often read too much and analyse too little.
What VCAA means by “reading” in Section A
In Section A, reading is not about extracting information or recalling events. The official transcripts make it clear that students are assessed on their ability to explore how meaning is constructed across a whole text, including how ideas develop, how perspectives shift and how structural decisions shape interpretation.
This is why Examiner’s Reports repeatedly note that strong responses demonstrate awareness of progression. Students who treat texts as a series of disconnected moments tend to produce fragmented analysis. Students who understand the text as an organised whole are able to make more convincing claims.
Reading, in this context, means noticing patterns, tensions and developments, not just identifying examples.
Why over-reading can become a problem
Many students respond to uncertainty by rereading texts repeatedly. While familiarity is important, excessive rereading often reinforces surface understanding rather than deep analysis.
The curriculum materials emphasise that once students understand the narrative and ideas, the focus should shift to how the text works. This involves rereading selectively, returning to specific sections to examine language choices, structural turns or moments of contrast.
High-performing students often read less overall but think more carefully about what they read.
Reading for decision-making, not coverage
One of the clearest messages in the VCAA transcripts is that students must make decisions about what to focus on. In the exam, they cannot discuss everything. Reading becomes an act of selection.
Students who read with the prompt in mind are far more effective. They identify which parts of the text are most relevant to the task and concentrate their analysis there. This allows them to develop ideas with depth and precision.
By contrast, students who try to cover the whole text evenly often produce shallow commentary.
Reading in Section B is about absorbing craft, not content
For Creating and Crafting Texts, reading plays a different role. VCAA has clarified that students are not assessed on their knowledge of mentor texts. Instead, they are assessed on their ability to draw on an understanding of how effective writing is constructed.
This means reading like a writer. Students should notice how texts establish voice, manage pacing, shape tone and engage audiences. These observations then inform their own writing choices.
Students who read mentor texts as models of technique rather than sources of ideas are far better prepared for Section B.
Reading in Section C requires contextual awareness
In Analysing Argument, reading is tightly constrained. Students are given one text and limited time. VCAA expects them to read strategically, identifying contention, supporting arguments and shifts in tone or strategy.
The transcripts emphasise that context and audience are provided deliberately to guide reading. Students who ignore this information often misinterpret the argument or oversimplify purpose.
Effective reading in Section C involves tracking how ideas unfold and how language choices respond to audience concerns.
Why many capable students misread tasks
A recurring issue across all sections is misreading the task itself. Students often skim prompts and rely on instinct. The curriculum materials highlight that careful reading of task wording is essential.
Words such as explore, examine, discuss and analyse are not interchangeable. Nor are phrases that specify focus or scope. Students who read prompts closely and plan accordingly gain a significant advantage.
This is a reading skill, not a writing one.
Teaching reading as an active process
VCAA’s approach positions reading as an active, analytical process that underpins all assessment. Students are expected to interrogate texts, not consume them.
Practising this involves slowing down, asking questions about choices and effects, and being willing to revise interpretations. Reading becomes a form of thinking.
An ATAR STAR perspective
At ATAR STAR, we explicitly teach reading as an examinable skill. For students who are already confident writers, this often unlocks higher-level analysis. For students who feel overwhelmed by content, it provides a clearer framework for engagement.
VCE English rewards students who read with intent. Writing then becomes a natural extension of that thinking.