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) |
| Language for expressing and developing ideas | Understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree (AC9E3LA06) Understand that verbs represent different processes, for example doing, thinking, saying, and relating (AC9E3LA07) Identify how images extend the meaning of a text (AC9E3LA09) |
| 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) |
| Creating literature | Create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts (AC9E3LE05) |
| Literacy | |
| Texts in context | Recognise how texts can be created for similar purposes but different audiences (AC9E3LY01) |
| Analysing, interpreting and evaluating | Read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required (AC9E3LY04) 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 variation and change | Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning. (ACELA1475) |
| 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 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 | Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement. (ACELA1481) Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense. (ACELA1482) Identify the effect on audiences of techniques for example shot size, vertical camera angle and layout in picture books, advertisements and film segments. (ACELA1483) |
| Literature | |
| Literature and context | Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the author’s reasons. (ACELT1594) |
| Responding to literature | Draw connections between personal experiences and the worlds of texts and share responses with others. (ACELT1596) |
| Examining literature | Discuss how language is used to describe the settings in text, and explore how the settings shape events and influence mood of the narrative. (ACELT1599) |
| Creating literature | 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) Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue. (ACELT1791) |
| Literacy | |
| Texts in context | Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations. (ACELY1675) |
| Interacting with others | Plan and deliver short presentations, providing some key details in logical sequence. (ACELY1677) |
| Interpreting, analysing, evaluating | Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting. (ACELY1679) 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) Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements. (ACELY1685) |
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