Australian Curriculum Version 9.0
General capabilities
Content descriptions
Australian Curriculum Version 8.4
| Language | |
| Text structure and organisation | Identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes (AC9E4LA03) |
| Language for expressing and developing ideas | Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in texts (AC9E4LA10) Expand vocabulary by exploring a range of synonyms and antonyms, and using words encountered in a range of sources (AC9E4LA11) |
| Literature | |
| Literature and contexts | Recognise similar storylines, ideas and relationships in different contexts in literary texts by First Nations Australian, and wide-ranging Australian and world authors (AC9E4LE01) |
| Engaging with and responding to literature | Describe the effects of text structures and language features in literary texts when responding to and sharing opinions (AC9E4LE02) |
| Examining literature | Discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions (AC9E4LE03) Examine the use of literary device and deliberate word play in literary texts, including poetry, to shape meaning (AC9E4LE04) |
| Creating literature | Create and edit literary by developing storylines, characters and settings (AC9E4LE05) |
| Literacy | |
| Interacting with others | Listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to a topic, and sharing and extending ideas and information (AC9E4LY02) |
| Analysing, interpreting and evaluating | Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts (AC9E4LY05) |
| Creating texts | Plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume (AC9E4LY07) |
| Phonic and word knowledge | Understand how to use and apply phonological and morphological knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes (AC9E4LY09) Understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words (AC9E4LY10) |
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (v9.australiancurriculum.edu.au) (accessed 29 July 2025) and was not modified. The material is licensed under CC BY 4.0 (creativecommons.org/licenses/by/4.0). Version updates are tracked in the ‘Version history’ section (v9.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history) of the Australian Curriculum website.
ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions and achievement standards (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions and achievement standards (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).