Year 5
English
ASENGY5
Year 5 English Achievement Standard – Australian Curriculum v9
This Achievement Standard describes what students are expected to know and do in Year 5 English by the end of the year. Teachers can use it to guide assessment design, collect evidence of learning, and ensure planning stays aligned with the Australian Curriculum v9.
What Students Should Know
By the end of Year 5, students interact with others, and listen to and create spoken and/or multimodal texts including literary texts. For particular purposes and audiences, they share, develop and expand on ideas and opinions, using supporting details from topics or texts. They use different text structures to organise, develop and link ideas. They use language features including topic-specific vocabulary and literary devices, and/or multimodal features and features of voice.
They read, view and comprehend texts created to inform, influence and/or engage audiences. They explain how ideas are developed including through characters, settings and/or events, and how texts reflect contexts. They explain how characteristic text structures support the purpose of texts. They explain how language features including literary devices, and visual features contribute to the effect and meaning of a text.
They create written and/or multimodal texts, including literary texts, for particular purposes and audiences, developing and expanding on ideas with supporting details from topics or texts. They use paragraphs to organise, develop and link ideas. They use language features including complex sentences, tenses, topic-specific vocabulary and literary devices, and/or multimodal features. They spell using phonic, morphemic and grammatical knowledge.
Content Descriptors by Strand
This standard is supported by 24 Content Descriptors:
Language
Language for interacting with others
AC9E5LA01 understand that language is selected for social contexts and that it helps to signal social roles and relationships AC9E5LA02 understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sourcesText structure and organisation
AC9E5LA03 describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts AC9E5LA04 understand how texts can be made cohesive by using the starting point of a sentence or paragraph to give prominence to the message and to guide the reader through the textLanguage for expressing and developing ideas
AC9E5LA05 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 AC9E5LA06 understand how noun groups can be expanded in a variety of ways to provide a fuller description of a person, place, thing or idea AC9E5LA07 explain how the sequence of images in print, digital and film texts has an effect on meaning AC9E5LA08 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 AC9E5LA09 use commas to indicate prepositional phrases, and apostrophes where there is multiple possessionLiterature
Literature and contexts
AC9E5LE01 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 authorsEngaging with and responding to literature
AC9E5LE02 present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of othersExamining literature
AC9E5LE03 recognise that the point of view in a literary text influences how readers interpret and respond to events and characters AC9E5LE04 examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songsCreating literature
AC9E5LE05 create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experiencedLiteracy
Texts in context
AC9E5LY01 describe the ways in which a text reflects the time and place in which it was createdInteracting with others
AC9E5LY02 use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or ideaAnalysing, interpreting and evaluating
AC9E5LY03 explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text AC9E5LY04 navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming AC9E5LY05 use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideasCreating texts
AC9E5LY06 plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation AC9E5LY07 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 featuresPhonic and word knowledge
AC9E5LY08 use phonic, morphemic and vocabulary knowledge to read and spell words that share common letter patterns but have different pronunciations AC9E5LY09 build and spell new words from knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations AC9E5LY10 explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a wordAt a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Language | Language for interacting with others | 2 | 4 |
| Language | Text structure and organisation | 2 | 6 |
| Language | Language for expressing and developing ideas | 5 | 13 |
| Literature | Literature and contexts | 1 | 4 |
| Literature | Engaging with and responding to literature | 1 | 2 |
| Literature | Examining literature | 2 | 4 |
| Literature | Creating literature | 1 | 2 |
| Literacy | Texts in context | 1 | 2 |
| Literacy | Interacting with others | 1 | 4 |
| Literacy | Analysing, interpreting and evaluating | 3 | 8 |
| Literacy | Creating texts | 2 | 9 |
| Literacy | Phonic and word knowledge | 3 | 5 |
| Total | 24 | 63 | |
Frequently Asked Questions
What should students know by the end of Year 5 English?
By the end of Year 5, students interact with others, and listen to and create spoken and/or multimodal texts including literary texts. For particular purposes and audiences, they share, develop and expand on ideas and opinions, using supporting details from topics or texts. They use different text structures to organise, develop and link ideas. They use language features including topic-specific vocabulary and literary devices, and/or multimodal features and features of voice.
They read, view and comprehend texts created to inform, influence and/or engage audiences. They explain how ideas are developed including through characters, settings and/or events, and how texts reflect contexts. They explain how characteristic text structures support the purpose of texts. They explain how language features including literary devices, and visual features contribute to the effect and meaning of a text.
They create written and/or multimodal texts, including literary texts, for particular purposes and audiences, developing and expanding on ideas with supporting details from topics or texts. They use paragraphs to organise, develop and link ideas. They use language features including complex sentences, tenses, topic-specific vocabulary and literary devices, and/or multimodal features. They spell using phonic, morphemic and grammatical knowledge.
How many Content Descriptors support this standard?
24 Content Descriptors support this Achievement Standard (Language: 2, Language: 2, Language: 5, Literature: 1, Literature: 1, Literature: 2, Literature: 1, Literacy: 1, Literacy: 1, Literacy: 3, Literacy: 2, Literacy: 3).
How does this compare to Year 4?
The Year 4 English standard (ASENGY4) covers the preceding year level. Standards build progressively, with Year 5 expectations extending what was introduced in Year 4.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.