Australian Curriculum Version 9.0
General capabilities
Cross-curriculum priorities
Content descriptions
| Language | |
| Language for interacting with others | Understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality (AC9E3LA01) |
| Text structure and organisation | Describe how texts across the curriculum use different language features and structures relevant to their purpose (AC9E3LA03) |
| Language for expressing and developing ideas | Identify how images extend the meaning of a text (AC9E3LA09) Extend topic-specific and technical vocabulary and know that words can have different meanings in difference contexts (AC9E3LA10) |
| Literature | |
| Literature and contexts | Discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators (AC9E3LE01) |
| Engaging with and responding to literature | Discuss connections between personal experiences and character experiences in literary texts and share personal preferences (AC9E3LE02) |
| Examining literature | Discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative (AC9E3LE03) Discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (AC9E3LE04) |
| Creating literature | Create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encourage in literary texts (AC9E3LE05) |
| Literacy | |
| Interacting with others | Use interaction skills to contribute to conversations and discussions to share information and ideas (AC9E3LY02) |
| Analysing, interpreting and evaluating | Use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (AC9E3LY05) |
| Creating texts | Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words (AC9E3LY06) Plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume (AC9E3LY07) |
Australian Curriculum Version 8.4
| Language | |
| Language for interaction | Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476) |
| Text structure and organisation | Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) |
| Expressing and developing ideas | Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483) Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484) |
| Literature | |
| Literature and context | Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594) |
| Responding to literature | Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596) |
| Examining literature | Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600) |
| Creating literature and texts | Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791) Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601) |
| Literacy | |
| Interacting with others | Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677) |
| Interpreting, analysing, evaluating | Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) |
| Creating texts | Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682) |
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (v9.australiancurriculum.edu.au) (accessed 12 January 2024) and was not modified. The material is licensed under CC BY 4.0 (creativecommons.org/licenses/by/4.0). Version updates are tracked in the ‘Version history’ section (v9.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history) of the Australian Curriculum website.
ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions and achievement standards (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions and achievement standards (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).