Australian Curriculum Version 9.0
General capabilities
Cross-curriculum priorities
Content descriptions
| Language | |
| Text structure and organisation | Explain how texts across the curriculum are typically organised into characteristic stages and phrases depending on purposes, recognising how authors often adapt text structures and language features (AC9E6LA03) |
| Language for expressing and developing ideas | Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups (AC9E6LA06) Identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole (AC9E6LA08) |
| Literature | |
| Literature and contexts | Identify responses to characters and events in literary texts, drawn from historical, social or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors (AC9E6LE01) |
| Engaging with and responding to literature | Identify similarities and differences in literary texts on similar topics, themes or plots (AC9E6LE02) |
| Examining literature | Explain the way authors use sound and imagery to create meaning and effect in poetry (AC9E6LE04) |
| Creating literature | Create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices (AC9E6LE05) |
| Literacy | |
| Texts in context | Examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created (AC9E6LY01) |
| Interacting with others | Use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions (AC9E6LY02) |
| Analysing, interpreting and evaluating | Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences (AC9E6LY03) Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources (AC9E6LY05) |
| Creating texts | Plan, create, edit and publish written and multimodal whose purpose may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features (AC9E6LY06) Plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas and precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features (AC9E6LY07) |
© 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 19 November 2024) 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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