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) understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful (AC9E3LA02) |
| Text structure and organisation | describe how texts across the curriculum use different language features and structures relevant to their purpose (AC9E3LA03) identify the purpose of layout features in print and digital texts and the words used for navigation (AC9E3LA05) |
| Language for expressing and developing ideas | understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree (AC9E3LA06) understand how verbs represent different processes for doing, feeling, thinking, saying and relating (AC9E3LA07) identify how images extend the meaning of a text (AC9E3LA09) extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts (AC9E3LA10) |
| Literature | |
| Literature and contexts | discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators (AC9E3LE01) |
| 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 how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative (AC9E3LE03) |
| Creating literature | create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts (AC9E3LE05) |
| Literacy | |
| Texts in context | recognise how texts can be created for similar purposes but different audiences (AC9E3LY01) |
| Interacting with others | use interaction skills to contribute to conversations and discussions to share information and ideas (AC9E3LY02) |
| Analysing, interpreting and evaluating | identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images (AC9E3LY03) 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 | recognise and know how to write most high-frequency words including some homophones (AC9E3LY12) |
© 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 23 September 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.
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