Australian Curriculum Version 9.0
General capabilities
Cross-curriculum priorities
Content descriptions
English
| Language | |
| Language for interacting with others | understand how language can have inclusive and exclusive social effects, and can empower or disempower people (AC9E10LA01) |
| Text structure and organisation | analyse text structures and language features and evaluate their effectiveness in achieving their purpose (AC9E10LA03) |
| Literature | |
| Literature and contexts | analyse representations of individuals, groups and places and evaluate how they reflect their context in literary texts by First Nations Australian, and wide-ranging Australian and world authors (AC9E10LE01) |
| Engaging with and responding to literature | reflect on and extend others’ interpretations of and responses to literature (AC9E10LE02) analyse how the aesthetic qualities associated with text structures, language features, literary devices and visual features, and the context in which these texts are experienced, influence audience response (AC9E10LE03) evaluate the social, moral or ethical positions represented in literature (AC9E10LE04) |
| Examining literature | analyse how text structure, language features, literary devices and intertextual connections shape interpretations of texts (AC9E10LE05) analyse and evaluate the aesthetic qualities of texts (AC9E10LE07) |
| Creating literature | create and edit literary texts with a sustained ‘voice’, selecting and adapting text structures, literary devices, and language, auditory and visual features for purposes and audiences (AC9E10LE08) |
| Literacy | |
| Analysing, interpreting and evaluating | integrate comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to analyse and interpret complex and abstract ideas (AC9E10LY05) |
| Creating texts | plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas through experimenting with text structures, language features, literary devices and multimodal features for specific purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical (AC9E10LY06) plan, create, rehearse and deliver spoken and multimodal presentations by experimenting with rhetorical devices, and the organisation and development of ideas, to engage audiences for different purposes in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical (AC9E10LY07) |
Aboriginal and Torres Strait Islander Histories and Cultures
| Country/Place | First Nations communities of Australia maintain a deep connection to, and responsibility for, Country/Place and have holistic values and belief systems that are connected to the land, sea, sky and waterways (A_TSICP1) The occupation and colonisation of Australia by the British, under the now overturned doctrine of terra nullius, were experienced by First Nations Australians as an invasion that denied their occupation of, and connection to, Country/Place (A_TSICP2) |
| Culture | First Nations Australians’ ways of life reflect unique ways of being, knowing, thinking and doing. (A_TSIC2) The First Peoples of Australia (Aboriginal Peoples) belong to the world’s oldest continuous cultures. First Nations Australians demonstrate resilience in the maintenance, practice and revitalisation of culture despite the many historic and enduring impacts of colonisation, and continue to celebrate and share the past, present and future manifestations of their cultures (A_TSIC3) |
Sustainability
| Systems | Sustainable patterns of living require the responsible use of resources, maintenance of clean air, water and soils, and preservation or restoration of healthy environments (SS2) |
| World views | World views that recognise the interdependence of Earth’s systems, and value diversity, equity and social justice, are essential for achieving sustainability (SW1) |
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