Australian Curriculum Version 9.0
General capabilities
Cross-curriculum priorities
Content descriptions
| Language | |
| 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 ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups (AC9E6LA06) 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 | select, navigate and read texts for a range of purposes, monitoring meaning and evaluating the use of structural features; for example, table of contents, glossary, chapters, headings and subheadings (AC9E6LY04) 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, 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) |
| Phonic and word knowledge | use phonic knowledge of common and less common grapheme–phoneme relationships to read and write increasingly complex words (AC9E6LY08) use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words (AC9E6LY09) |
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