Australian Curriculum Version 9.0
General capabilities
Cross-curriculum priorities
Content descriptions
| Language | |
| Language for interacting with others | Explore language used to develop relationships in formal and informal situations (AC9E4LA01) |
| 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 | 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) |
| Creating literature | Create and edit literary texts 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 the 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, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation (AC9E4LY06) |
Australian Curriculum Version 8.4
| Language | |
| Language variation and change | Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487) |
| Language for interaction | Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488) |
| Text structure and organisation | Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) |
| Expressing and developing ideas | Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) |
| Literature | |
| Literature and context | Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) |
| Responding to literature | Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603) Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604) |
| Examining literature | Discuss how authors and illustrators make stories exciting, moving, absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605) |
| Creating literature | Create literary texts that explore students’ own experiences and imagining (ACELT1607) Create literary texts by developing storylines, characters and settings (ACELT1794) |
| Literacy | |
| Interacting with others | Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688) |
| Interpreting, analysing, evaluating | Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ides and analysing and evaluating texts (ACELY1692) |
| Creating texts | Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694) Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) |
© 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 6 October 2023) 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/version-history) of the Australian Curriculum website.
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