Australian Curriculum Version 9.0
General capabilities
Content descriptions
English – Year 9
| Language | |
| Text structure and organisation | examine how authors adapt and subvert text structures and language features by experimenting with spoken, written, visual and multimodal elements, and their combination (AC9E9LA03) |
| Language for expressing and developing ideas | analyse how vocabulary choices contribute to style, mood and tone (AC9E9LA08) |
| Literacy | |
| Analysing, interpreting and evaluating | analyse and evaluate how language features are used to represent a perspective of an issue, event, situation, individual or group (AC9E9LY03) |
English – Year 10
| Language | |
| Language for expressing and developing ideas | analyse and evaluate the effectiveness of particular sentence structures to express and craft ideas (AC9E10LA05) |
| Literature | |
| Examining literature | compare and evaluate how “voice” as a literary device is used in different types of texts, such as poetry, novels and film, to evoke emotional responses (AC9E10LE06) |
| 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 | |
| Analysing, interpreting and evaluating | analyse and evaluate how language features are used to implicitly or explicitly represent values, beliefs and attitudes (AC9E10LY03) |
Australian Curriculum Version 8.4
Literature Unit 1
| Analyse distinctive features in literary texts including: | how text structures, language features and stylistic elements shape meaning and create particular effects and nuances, for example, through allusions, paradoxes and ambiguities (ACELR005) the use of figurative language and rhetorical devices to represent concepts and shape arguments, for example, symbolism, metonymy, types of irony, patterns of imagery (ACELR009) the use of sound and visual devices in literary texts to create particular effects, for example, assonance, prosody, rhyme , animation and voice-over narration. (ACELR010) |
| Create analytical texts: | structuring arguments and points of view using relevant textual evidence (ACELR011) using stylistic features to craft and articulate points of view (ACELR013) experimenting with different modes, mediums and forms. (ACELR014) |
Literature Unit 3
| Evaluate the ways in which literary texts represent culture and identity including: | how readers are influenced to respond to their own and others’ cultural experiences (ACELR037) the power of language to represent ideas, events and people in particular ways (ACELR038) how cultural perceptions are challenged or supported (ACELR039) the ways in which authors represent Australian culture, place and identity both to Australians and the wider world. (ACELR040) |
| Evaluate and reflect on how representations of culture and identity vary in different texts and forms of texts including: | the impact of the use of literary conventions and stylistic techniques (ACELR042) the effectiveness of specific literary conventions in texts, for example, the use of iambic pentameter, stream-of-consciousness, flashbacks, chorus (ACELR043) the ways in which language, structural and stylistic choices communicate values and attitudes and shed new light on familiar ideas. (ACELR044) |
| Create analytical texts: | developing independent interpretations of texts supported by informed observation and close textual analysis (ACELR045) experimenting with different modes, mediums and forms. (ACELR048) |
| Create imaginative texts: | experimenting with content, form, style, language and medium (ACELR049) drawing on knowledge and experience of genre, literary devices and the interplay of the visual and verbal in creating new texts (ACELR050) |
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