Australian Curriculum Version 9.0
General capabilities
Cross-curriculum priorities
Content descriptions
| Language | |
| Text structure and organisation | Explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features (AC9E6LA03) |
| Language for expressing and developing ideas | Identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning (AC9E6LA07) Identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idions, imagery and hyperbole (AC9E6LA08) |
| Literature | |
| Literature and contexts | Identify responses to characters and events in literary texts, drawn from historical, social or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors (AC9E6LE01) |
| Creating literature | Create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices (AC9E6LE05) |
| Literacy | |
| Texts in context | Examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created (AC9E6LY01) |
| Interacting with others | 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 (AC9E6LY02) |
| Analysing, interpreting and evaluating | Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences (AC9E6LY03) Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources (AC9E6LY05) |
| Creating texts | Plan, create, edit and publish written and multimodal whose purpose may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features (AC9E6LY06) Plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features (AC9E6LY07) |
Australian Curriculum Version 8.4
| Language | |
| Language for interaction | Understand the uses of objective and subjective language and bias (ACELA1517) |
| Text structure and organisation | Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518) |
| Expressing and developing ideas | Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522) Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523) Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) |
| Literature | |
| Literature and context | Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613) |
| Responding to literature | Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615) |
| Examining literature | Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616) |
| Creating literature | Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618) Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800) Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714) |
| Literacy | |
| Texts in context | Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708) |
| Interacting with others | Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709) |
| Interpreting, analysing, evaluating | Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711) Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713) Analyse strategies authors use to influence readers (ACELY1801) |
© 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 4 September 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/version-history) of the Australian Curriculum website.
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