Australian Curriculum Version 9.0
General capabilities
Cross-curriculum priorities
Content descriptions
| Language | |
| Language for interacting with others | understand how layers of meaning can be created when evaluating by using literary devices such as simile and metaphor (AC9E8LA02) |
| Text structure and organisation | understand how cohesion in texts is improved by strengthening the internal structure of paragraphs with examples, quotations and substantiation of claims (AC9E8LA04) |
| Language for expressing and developing ideas | investigate how visual texts use intertextual references to enhance and layer meaning (AC9E8LA07) identify and use vocabulary typical of academic texts (AC9E8LA08) understand and use punctuation conventions including semicolons and dashes to extend ideas and support meaning (AC9E8LA09) |
| Literature | |
| Literature and contexts | explain the ways that ideas and points of view may represent the values of individuals and groups in literary texts, drawn from historical, social and cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors (AC9E8LE01) |
| Engaging with and responding to literature | share opinions about the language features, literary devices and text structures that contribute to the styles of literary texts (AC9E8LE02) explain how language and/or images in texts position readers to respond and form viewpoints (AC9E8LE03) |
| Examining literature | identify intertextual references in literary texts and explain how the references enable new understanding of the aesthetic quality of the text (AC9E8LE04) analyse how language features such as sentence patterns create tone, and literary devices such as imagery create meaning and effect (AC9E8LE05) |
| Creating literature | create and edit literary texts that experiment with language features and literary devices for particular purposes and effects (AC9E8LE06) |
| Literacy | |
| Interacting with others | use interaction skills for identified purposes and situations, including when supporting or challenging the stated or implied meanings of spoken texts in presentations or discussion (AC9E8LY02) |
| Analysing, interpreting and evaluating | analyse and evaluate the ways that language features vary according to the purpose and audience of the text, and the ways that sources and quotations are used in a text (AC9E8LY03) analyse how authors organise ideas to develop and shape meaning (AC9E8LY04) use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to interpret and evaluate ideas in texts (AC9E8LY05) |
| Creating texts | plan, create, edit and publish written and multimodal texts, organising and expanding ideas, and selecting text structures, language features, literary devices and visual features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical (AC9E8LY06) plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical (AC9E8LY07) |
| Word knowledge | apply learnt knowledge to spell accurately and to learn new words (AC9E8LY08) |
Australian Curriculum Version 8.4
| Language | |
| Language for interaction | Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542) |
| Text structure and organisation | Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766) Understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts (ACELA1544) |
| Expressing and developing ideas | Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548) Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547) Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations (ACELA1549) |
| Literature | |
| Literature and context | Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626) Explore the interconnectedness of Country/Place, People, Identify and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806) |
| Responding to literature | Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627) Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628) Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807) |
| Examining literature | Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities (ACELT1629) Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630) Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767) |
| Creating literature | Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632) Experiment with particular language features drawn from different types of texts including combinations of language and visual choices to create new texts (ACELT1768) |
| Literacy | |
| Interacting with others | Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730) Use interaction skills for identified purposed, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731) |
| Interpreting, analysing, evaluating | Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text (ACELY1732) Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733) Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (ACELY1734) Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735) |
| Creating texts | Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736) Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810) Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738) |
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