Australian Curriculum Version 9.0
General capabilities
Cross-curriculum priorities
Content descriptions
Year 7
| Literature | |
| Literature and contexts | identify and explore ideas, points of view, characters, events and/or issues in literary texts, drawn from historical, social and/or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors (AC9E7LE01) |
| Engaging with and responding to literature | form an opinion about characters, settings and events in texts, identifying areas of agreement and difference with others’ opinions and justifying a response (AC9E7LE02) explain the ways that literary devices and language features such as dialogue, and images are used to create character, and to influence emotions and opinions in different types of texts (AC9E7LE03) discuss the aesthetic and social value of literary texts using relevant and appropriate metalanguage (AC9E7LE04) |
| Examining literature | identify and explain how literary devices create layers of meaning in texts including poetry (AC9E7LE06) |
| Creating literature | create and edit literary texts that experiment with language features and literary devices encountered in texts (AC9E7LE07) |
| Literacy | |
| Interacting with others | use interaction skills when discussing and presenting ideas and information including evaluations of the features of spoken texts (AC9E7LY02) |
| Analysing, interpreting and evaluating | analyse the ways in which language features shape meaning and vary according to audience and purpose (AC9E7LY03) |
| Creating texts | plan, create, edit and publish written and multimodal texts, selecting subject matter, and using text structures, language features, literary devices and visual features as appropriate to convey information, ideas and opinions in ways that may be imaginative, reflective, informative, persuasive and/or analytical (AC9E7LY06) plan, create, rehearse and deliver presentations for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical, by selecting text structures, language features, literary devices and visual features, and using features of voice including volume, tone, pitch and pace (AC9E7LY07) |
Year 8
| Language | |
| Language for expressing and developing ideas | identify and use vocabulary typical of academic texts (AC9E8LA08) |
| Literature | |
| Literature and contexts | explain the ways that ideas and points of view may represent the values of individuals and groups in literary texts, drawn from historical, social and cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors (AC9E8LE01) |
| Engaging with and responding to literature | share opinions about the language features, literary devices and text structures that contribute to the styles of literary texts (AC9E8LE02) explain how language and/or images in texts position readers to respond and form viewpoints (AC9E8LE03) |
| Examining literature | analyse how language features such as sentence patterns create tone, and literary devices such as imagery create meaning and effect (AC9E8LE05) |
| Creating literature | create and edit literary texts that experiment with language features and literary devices for particular purposes and effects (AC9E8LE06) |
| Literacy | |
| Analysing, interpreting and evaluating | analyse how authors organise ideas to develop and shape meaning (AC9E8LY04) |
| Creating texts | plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical (AC9E8LY07) |
Australian Curriculum Version 8.4
Year 7
| Literature | |
| Literature and context | Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619) |
| Responding to literature | Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620) Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621) Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803) |
| Examining literature | Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623) |
| Creating literature | Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625) Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805) |
| Literacy | |
| Interacting with others | Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720) |
| Interpreting, analysing, evaluating | Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721) |
| Creating texts | Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725) |
Year 8
| Language | |
| Expressing and developing ideas | Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547) |
| Literature | |
| Literature and context | Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626) Explore the interconnectedness of Country/Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806) |
| Responding to literature | Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627) Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807) |
| Examining literature | Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630) |
| Creating literature | Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632) Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768) |
| Literacy | |
| Interacting with others | Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731) |
| Interpreting, analysing, evaluating | Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733) |
© 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 20 December 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.
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).