Australian Curriculum Version 9.0
General capabilities
Cross-curriculum priorities
Content descriptions
| Language | |
| Language for interacting with others | understand how language can have inclusive and exclusive social effects, and can empower or disempower people (AC9E10LA01) understand that language used to evaluate, implicitly or explicitly reveals an individual’s values (AC9E10LA02) |
| Text structure and organisation | analyse text structures and language features and evaluate their effectiveness in achieving their purpose (AC9E10LA03) |
| Language for expressing and developing ideas | analyse how meaning and style are achieved through syntax (AC9E10LA06) evaluate the features of still and moving images, and the effects of those choices on representations (AC9E10LA07) use an expanded technical and academic vocabulary for precision when writing academic texts (AC9E10LA08) |
| 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 | |
| Texts in context | analyse and evaluate how people, places, events and concepts are represented in texts and reflect contexts (AC9E10LY01) |
| Analysing, interpreting and evaluating | analyse and evaluate how language features are used to implicitly or explicitly represent values, beliefs and attitudes (AC9E10LY03) |
| 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) |
Australian Curriculum Version 8.4
| Language | |
| Language variation and change | Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563) |
| Language for interaction | Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564) Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and the mode of communication (ACELA1565) |
| Text structure and organisation | Compare the purposes, text structures and language features of traditional and contemporary sets in different media (ACELA1566) |
| Expressing and developing ideas | Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570) Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572) Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571) |
| Literature | |
| Literature and context | Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639) |
| Responding to literature | Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640) Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641) Evaluate the social, moral and ethical positions represented in texts (ACELT1812) |
| Examining literature | Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642) Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774) |
| Creating literature | Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814) Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644) |
| Literacy | |
| Texts in context | Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749) |
| Interacting with others | Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751) |
| Interpreting, analysing, evaluating | Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752) |
| Creating texts | Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756) Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757) Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776) |
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