Australian Curriculum Version 9.0
General capabilities
Cross-curriculum priorities
Content descriptions
| Language | |
| Language for interacting with others | Understand the uses of objective and subjective language, and identify bias (AC9E6LA02) |
| Text structure and organisation | Explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features (AC9E6LA03) |
| Language for expressing and developing ideas | Understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas (AC9E6LA05) Identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning (AC9E6LA07) Identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole (AC9E6LA08) |
| Literature | |
| Literature and contexts | Identify responses to characters and events in literary texts, drawn from historical, social or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors (AC9E6LE01) |
| Creating literature | Create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices (AC9E6LE05) |
| Literacy | |
| Interacting with others | Use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions (AC9E6LY02) |
| Analysing, interpreting and evaluating | Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences (AC9E6LY03) Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources (AC9E6LY05) |
| Creating texts | Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features (AC9E6LY06) Plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features (AC9E6LY07) |
Australian Curriculum Version 8.4
| Language | |
| Language variation and change | Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515) |
| Language for interaction | Understand the uses of objective and subjective language and bias (ACELA1517) |
| Text structure and organisation | Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518) |
| Expressing and developing ideas | Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522) Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) |
| Literature | |
| Literature and context | Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613) |
| Responding to literature | Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615) |
| Creating literature | Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618) Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800) |
| Literacy | |
| Interacting with others | Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709) Use interaction skills, varying conventions of spoken interactions such as vice, volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710) |
| Interpreting, analysing, evaluating | Analyse how text structures and language features work together to meet the purpose of the text (ACELY1711) Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713) Analyse strategies authors use to influence readers (ACELY1801) |
| Creating texts | Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714) Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717) |
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