Australian Curriculum Version 9.0
General capabilities
Cross-curriculum priorities
Content descriptions
| Language | |
| Language for interacting with others | Understand that language is selected for social contexts and that it helps to signal social roles and relationships AC9E5LA01 |
| Text structure and organisation | Describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phrases depending on purposes in texts AC9E5LA03 Understand how texts can be made cohesive by using the starting point of a or paragraph to give prominence to the message and to guide the reader through the text AC9E5LA04 Understand how vocabulary is used to express greater precision of meaning, including through the use of specialist and technical terms, and explore the history of words AC9E5LA06 |
| Language for expressing and developing ideas | Explain how the sequence of images in print, digital and film texts has an effect on meaning AC9E5LA07 Understand that the structure of a complex sentence includes a main clause and at least one dependent clause, and understand how writers can use this structure for effect AC9E5LA05 Use commas to indicate prepositional phrases and apostrophes where there is multiple possession AC9E5LA09 |
| Literature | |
| Literature and contexts | Identify aspects of literary texts that represent details or information about historical, social and cultural contexts in literature by First Nations Australian, and wide-ranging Australian and world authors AC9E5LE01 |
| Engaging with and responding to literature | Present an opinion on a literary text using specific terms about literary devices, text structures and language features and reflect on the viewpoints of others AC9E5LE02 |
| Examining literature | Recognise that the point of view in a literary text influences how readers interpret and respond to events and characters AC9E5LE03 Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and song. AC9E5LE04 |
| Creating literature | Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced AC9E5LE05 |
| Literacy | |
| Spelling and word knowledge | Build and spell build new words from knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations. AC9E5LY09 |
| Interacting with others | Use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea AC9E5LY02 |
| Analysing, interpreting and evaluating | Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text AC9E5LY03 Use comprehension strategies such as visualising, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas AC9E5LY05 |
| Creating texts | Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structures appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation AC9E5LY06 Plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features AC9E5LY07 |
| Phonics and word knowledge | Use phonic, morphemic and vocabulary knowledge to read and spell words that share common letter patterns but have different pronunciations AC9E5LY08 Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word AC9E5LY10 |
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