Australian Curriculum Version 9.0
General capabilities
Cross-curriculum priorities
Content descriptions
| Language | |
| Language for interacting with others | understand how evaluation can be expressed directly and indirectly using devices such as allusion, evocative vocabulary and metaphor (AC9E9LA02) |
| Text structure and organisation | examine how authors adapt and subvert text structures and language features by experimenting with spoken, written, visual and multimodal elements, and their combination (AC9E9LA03) investigate a range of cohesive devices that condense information in texts, including nominalisation, and devices that link, expand and develop ideas, including text connectives (AC9E9LA04) |
| Language for expressing and developing ideas | understand how abstract nouns and nominalisation can be used to summarise ideas in text (AC9E9LA06) analyse how vocabulary choices contribute to style, mood and tone (AC9E9LA08) |
| Literature | |
| Literature and contexts | analyse the representations of people and places in literary texts, drawn from historical, social and cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors (AC9E9LE01) |
| Engaging with and responding to literature | analyse how features of literary texts influence readers’ preference for texts (AC9E9LE03) |
| Examining literature | analyse texts and evaluate the aesthetic qualities and appeal of an author’s literary style (AC9E9LE04) analyse the effect of text structures, language features and literary devices such as extended metaphor, metonymy, allegory, symbolism and intertextual references (AC9E9LE05) |
| Creating literature | create and edit literary texts, that may be a hybrid, that experiment with text structures, language features and literary devices for purposes and audiences (AC9E9LE06) |
| Literacy | |
| Texts in context | analyse how representations of people, places, events and concepts reflect contexts (AC9E9LY01) |
| Interacting with others | listen to spoken texts that have different purposes and audiences, analysing how language features position listeners to respond in particular ways, and use interacting skills to present and discuss opinions regarding these texts (AC9E9LY02) |
| Analysing, interpreting and evaluating | analyse and evaluate how language features are used to represent a perspective of an issue, event, situation, individual or group (AC9E9LY03) analyse the organisation of ideas in paragraphs and extended texts, and evaluate its impact on meaning (AC9E9LY04) use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to compare and contrast ideas and opinions in and between texts (AC9E9LY05) |
| Creating texts | plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas, and selecting text structures, language features, literary devices and multimodal features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical (AC9E9LY06) plan, create, rehearse and deliver spoken and multimodal presentations for purpose and audience, using language features, literary devices and features of voice such as volume, tone, pitch and pace, and organising, expanding and developing ideas in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical (AC9E9LY07) |
| Word knowledge | understand how spelling is used in texts for particular effects; for example, characterisation, humour and to represent accents and distinctive speech (AC9E9LY08) |
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