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 spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts (AC9E5LA03) |
| Language for expressing and developing ideas | extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts (AC9E3LA10) |
| Literature | |
| 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 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) |
| 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) |
| Phonic and word knowledge | understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (AC9E3LY09) |
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