Australian Curriculum Version 9.0
General capabilities
Content descriptions
| Language | |
| Language for expressing and developing ideas | explain how the sequence of images in print, digital and film texts has an effect on meaning (AC9E5LA07) |
| Literature | |
| Literature and contexts | identify aspects of literary texts that represent details or information about historical, social and cultural contexts in literature by First Nations Australian, and wide-ranging Australian and world authors (AC9E5LE01) |
| Engaging with and responding to literature | present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of others (AC9E5LE02) |
| Examining literature | recognise that the point of view in a literary text influences how readers interpret and respond to events and characters (AC9E5LE03) examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs (AC9E5LE04) |
| Creating literature | create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced (AC9E5LE05) |
| Literacy | |
| Analysing, interpreting and evaluating | navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming (AC9E5LY04) use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas (AC9E5LY05) |
| Creating texts | plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation (AC9E5LY06) plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features (AC9E5LY07) |
| Phonic and word knowledge | explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word (AC9E5LY10) |
Australian Curriculum Version 8.4
| Language | |
| Language for interaction | Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502) |
| Phonics and word knowledge | Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word (ACELA1514) |
| Expressing and developing ideas | Understand the use of vocabulary to express greater precision of meaning and know that words can have different meanings in different contexts (ACELA1512) |
| Literature | |
| Literature and context | Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) |
| Examining literature | Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) |
| Responding to literature | Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795) Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609) |
| Creating literature | Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798) Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612) |
| Literacy | |
| Texts in context | Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) |
| Interacting with others | Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699) |
| Interpreting, analysing, evaluating | Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702) Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703) |
| Creating texts | Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704) |
© 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 28 April 2025) 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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