Australian Curriculum Version 9.0
General capabilities
Cross-curriculum priorities
Content descriptions
| Language | |
| Language for interacting with others | Investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions (AC9E2LA01) |
| Text structure and organisation | Identify how texts across the curriculum are organised differently and use language features depending on purposes (AC9E2LA03) Understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred (AC9E2LA04) |
| Language for expressing and developing ideas | Understand that connections can be made between ideas by using a compound sentence with two or more independent (AC9E2LA06) Understand that images add to or multiply the meanings of a text (AC9E2LA08) |
| Literature | |
| Literature and contexts | Discuss how characters and settings are created in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators (AC9E2LE01) |
| Engaging with and responding to literature | Identify features of literary texts, such as characters and settings, and give reasons for personal preferences (AC9E2LE02) |
| Examining Literature | Discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways (AC9E2LE03) |
| Creating literature | Create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools (AC9E2LE05) |
| Literacy | |
| Texts in context | Identify how similar topics and information are presented in different types of texts (AC9E2LY01) |
| Interacting with others | Use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements and giving instructions (AC9E2LY02) |
| Analysing, interpreting and evaluating | Identify the purpose and audience of imaginative, informative and persuasive texts (AC9E2LY03) Read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self correcting (AC9E2LY04) Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning (AC9E2LY05) |
| Creating texts | Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words (AC9E2LY06) Create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace (AC9E2LY07) |
| Phonic and word knowledge | Build morphemic word families using knowledge and prefixes and suffixes (AC9E2LY12) |
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