Australian Curriculum Version 9.0
General capabilities
Content descriptions
Year 1 (for lower primary activities)
| Language | ||
| Text structure and organisation | explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain | AC9E1LA03 |
| Language for expressing and developing ideas | understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) | AC9E1LA07 |
| compare how images in different types of texts contribute to meaning | AC9E1LA08 | |
| recognise the vocabulary of learning area topics | AC9E1LA09 | |
| Literature | ||
| Engaging with and responding to literature | discuss literary texts and share responses by making connections with students’ own experiences | AC9E1LE02 |
| Examining literature | discuss plot, character and setting, which are features of stories | AC9E1LE03 |
| Creating literature | orally retell or adapt a familiar story using plot and characters, language features including vocabulary, and structure of a familiar text, through role-play, writing, drawing or digital tools | AC9E1LE05 |
| Literacy | ||
| Interacting with others | use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions | AC9E1LY02 |
| Analysing, interpreting and evaluating | use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures | AC9E1LY05 |
| Creating texts | create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words | AC9E1LY06 |
| create and deliver short oral and/or multimodal presentations on personal and learnt topics, which include an opening, middle and concluding statement; some topic-specific vocabulary and appropriate gesture, volume and pace | AC9E1LY07 |
Year 5 (for upper primary activities)
| Language | ||
| 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 | understand how vocabulary is used to express greater precision of meaning, including through the use of specialist and technical terms, and explore the history of words | AC9E5LA08 |
| Literature | ||
| 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 | |
| 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 | |
| Creating texts | 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 |
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