Australian Curriculum Version 9.0
General capabilities
Content descriptions
| Language | |
| Text structure and organisation | Describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phrases, depending on purposes in texts (AC9E5LA03) Understand how texts can be made cohesive by using the starting point of a sentence or paragraph to give prominence to the message and to guide the reader through the text (AC9E5LA04) |
| Language for expressing and developing ideas | Understand that the structure of a complex sentence includes a main clause and at least one dependent clause, and understand how writers can use this structure for effect (AC9E5LA05) Understand how noun groups can be expanded in a variety of ways to provide a fuller description of a person, place, thing or idea (AC9E5LA06) 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 | |
| Engaging with and responding to literature | Present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of others (AC9E5LE02) |
| Examining literature | Recognises 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 | |
| Interacting with others | Use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea (AC9E5LY02) |
| Analysing, interpreting and evaluating | Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (AC9E5LY03) |
| Creating texts | 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) |
Australian Curriculum Version 8.4
| Language | |
| Text structure and organisation | Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505) Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797) |
| Expressing and developing ideas | Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508) Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512) |
| Literature | |
| Literature and context | Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) |
| Responding to literature | Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609) Uses metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795) |
| Examining literature | Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611) |
| Creating literature and Texts | Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612) |
| Literacy | |
| Texts in context | Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) |
| Interacting with others | Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699) Use interaction skills, eg paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796) |
| Interpreting, analysing, evaluating | Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) |
| Creating texts | Plan, draft and publish imaginative, informative and persuasive print and multimedia texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704) Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705) Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707) |
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