Australian Curriculum Version 9.0
General capabilities
Cross-curriculum priorities
Content descriptions
| Language | |
| Text structure and organisation | identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes (AC9E4LA03) |
| Language for expressing and developing ideas | understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality (AC9E4LA06) investigate how quoted (direct) and reported (indirect) speech are used (AC9E4LA07) |
| Literature | |
| Literature and contexts | recognise similar storylines, ideas and relationships in different contexts in literary texts by First Nations Australian, and wide-ranging Australian and world authors (AC9E4LE01) |
| Engaging with and responding to literature | describe the effects of text structures and language features in literary texts when responding to and sharing opinions (AC9E4LE02) |
| Examining literature | discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions (AC9E4LE03) examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning (AC9E4LE04) |
| Creating literature | create and edit literary texts by developing storylines, characters and settings (AC9E4LE05) |
| Literacy | |
| Texts in context | compare texts from different times with similar purposes and audiences to identify similarities and differences in their depictions of events (AC9E4LY01) |
| Interacting with others | listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information (AC9E4LY02) |
| Analysing, interpreting and evaluating | identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (AC9E4LY03) read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed (AC9E4LY04) use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts (AC9E4LY05) |
| Creating texts | plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation (AC9E4LY06) |
© 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 27 August 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/f-10-curriculum-overview/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).