Australian Curriculum Version 9.0
General capabilities
Cross-curriculum priorities
Content descriptions
| Language | |
| Language for interacting with others | recognise how language empowers relationships and roles (AC9E9LA01) |
| Literature | |
| Literature and contexts | analyse the representations of people and places in literary texts, drawn from historical, social and cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors (AC9E9LE01) |
| Engaging with and responding to literature | analyse how features of literary texts influence readers’ preference for texts (AC9E9LE03) |
| Examining literature | analyse texts and evaluate the aesthetic qualities and appeal of an author’s literary style (AC9E9LE04) analyse the effect of text structures, language features and literary devices such as extended metaphor, metonymy, allegory, symbolism and intertextual references (AC9E9LE05) |
| Literacy | |
| Texts in context | analyse how representations of people, places, events and concepts reflect contexts (AC9E9LY01) |
| 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) use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to compare and contrast ideas and opinions in and between texts (AC9E9LY05) |
| Creating texts | plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas, and selecting text structures, language features, literary devices and multimodal features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical (AC9E9LY06) |
| Word knowledge | understand how spelling is used in texts for particular effects; for example, characterisation, humour and to represent accents and distinctive speech (AC9E9LY08) |
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