Australian Curriculum Version 9.0
General capabilities
Content descriptions
English – Year 1 (for lower primary activities)
| Language | ||
| Text structure and organisation | understand how print and screen texts are organised using features such as page numbers, tables of content, headings and titles, navigation buttons, swipe screens, verbal commands, links and images | AC9E1LA05 |
| Language for expressing and developing ideas | compare how images in different types of texts contribute to meaning | AC9E1LA08 |
| recognise the vocabulary of learning area topics | AC9E1LA09 | |
| Literature | ||
| Engaging with and responding to literature | discuss literary texts and share responses by making connections with students’ own experiences | AC9E1LE02 |
| Examining literature | discuss plot, character and setting, which are features of stories | AC9E1LE03 |
| listen to and discuss poems, chants, rhymes and songs, and imitate and invent sound patterns including alliteration and rhyme | AC9E1LE04 | |
| Creating literature | orally retell or adapt a familiar story using plot and characters, language features including vocabulary, and structure of a familiar text, through role-play, writing, drawing or digital tools | AC9E1LE05 |
| Literacy | ||
| Interacting with others | use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions | AC9E1LY02 |
| Analysing, interpreting and evaluating | use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures | AC9E1LY05 |
English – Year 4 (for upper primary activities)
| Language | ||
| Language for interacting with others | identify the subjective language of opinion and feeling, and the objective language of factual reporting | AC9E4LA02 |
| Text structure and organisation | identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas | AC9E4LA04 |
| Language for expressing and developing ideas | explore the effect of choices when framing an image, placement of elements in the image and salience on composition of still and moving images in texts | AC9E4LA10 |
| 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 |
| examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning | AC9E4LE04 | |
| 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 | identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text | AC9E4LY03 |
| 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 | |
| Phonic and word knowledge | understand how to use and apply phonological and morphological knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes | AC9E4LY09 |
© 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 27 March 2025) 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.
ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions and achievement standards (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions and achievement standards (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).