Year 5 English Achievement Standard
12 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
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.
The 12 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 5, students interact with others, and listen to and create spoken and/or multimodal texts including literary texts.
Content descriptorAC9E5LA01 Language
understand that language is selected for social contexts and that it helps to signal social roles and relationships
Elaborations (3)
- Elaboration using language that signals the roles of chairperson and the different speaker positions in a debate
- Elaboration identifying ways in which cultures differ in making and responding to common requests; for example, periods of silence, degrees of formality
- Elaboration identifying some cultural protocols and communication processes of First Nations Australians
Content descriptorAC9E5LA07 Language
explain how the sequence of images in print, digital and film texts has an effect on meaning
Elaborations (4)
- Elaboration interpreting narrative texts told through wordless picture books
- Elaboration identifying and comparing sequences of images revealed through different hyperlink choices
- Elaboration viewing a short film or segment from a film without sound and comparing interpretations after viewing with sound
- Elaboration recognising how the sequence of images in texts by First Nations Australian authors create meaning
Content descriptorAC9E5LA08 Language
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
Elaborations (2)
- Elaboration using precise words for naming; for example, instead of “mammal” or “whale”, using “humpback whale”
- Elaboration exploring Greek and Latin roots in commonly used words; for example, the Greek root word “tele” meaning distant in words such as “telephone” and “teleport”
Content descriptorAC9E5LE02 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
Elaborations (2)
- Elaboration posing and discussing questions, such as “Should characters have behaved as they did?” and “How did the author support or challenge your belief about the characters?”, and beginning to make judgements about the dilemmas characters face
- Elaboration identifying language features such as use of dialogue and rich descriptive language, and presenting an opinion about their effect on readers
Content descriptorAC9E5LE05 Literature
create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
Elaborations (2)
- Elaboration drawing upon fiction elements in a range of model texts; for example, main idea, characterisation, setting (time and place) and devices; for example, figurative language (simile, metaphor, personification), to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts
- Elaboration creating a visual map, which may include digital mind maps, of figurative language, storylines, characters and settings in a text that may inspire their own writing
Content descriptorAC9E5LY02 Literacy
use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea
Elaborations (4)
- Elaboration participating in pair, group, class and school speaking and listening situations, including informal conversations, discussions and presentations
- Elaboration asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions
- Elaboration using strategies for discussion, such as speaking clearly, pausing, asking questions and linking students’ own responses to the contributions of others
- Elaboration choosing vocabulary and sentence structures for particular purposes including formal and informal contexts, to report and explain new concepts and topics, to offer an opinion and to persuade others
Content descriptorAC9E5LY05 Literacy
use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
Elaborations (3)
- Elaboration summarising ideas and information to determine the main idea of a text
- Elaboration using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating relative value, evaluating the accuracy and currency of print and digital sources, and summarising information from several sources
- Elaboration comparing texts on the same topic to identify similarities and differences in the ideas or information that are included
Content descriptorAC9E5LY07 Literacy
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
Elaborations (3)
- Elaboration planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding
- Elaboration experimenting with features of voice such as tone, volume, pitch and pace in formal presentations and recognising the effects these have on audience understanding
- Elaboration reflecting on how new learning can be incorporated into a presentation
For particular purposes and audiences, they share, develop and expand on ideas and opinions, using supporting details from topics or texts.
Content descriptorAC9E5LA02 Language
understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources
Elaborations (1)
- Elaboration recognising that a bare assertion (for example, “It's the best film this year.”) often needs to be tempered by: using the “impersonal it” to distance oneself (for example, “It could be said that it is the best film this year.”); recruiting anonymous support (for example, “It is generally agreed that it is the best film this year.”); indicating a general source of the opinion (for example, “Most critics agree that it is the best film this year.”); specifying the source of the opinion (for example, “Reviewers for The Reel Film stated that it is the best film this year.”) and reflecting on the effect of these different choices
Content descriptorAC9E5LA07 Language
explain how the sequence of images in print, digital and film texts has an effect on meaning
Elaborations (4)
- Elaboration interpreting narrative texts told through wordless picture books
- Elaboration identifying and comparing sequences of images revealed through different hyperlink choices
- Elaboration viewing a short film or segment from a film without sound and comparing interpretations after viewing with sound
- Elaboration recognising how the sequence of images in texts by First Nations Australian authors create meaning
Content descriptorAC9E5LE02 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
Elaborations (2)
- Elaboration posing and discussing questions, such as “Should characters have behaved as they did?” and “How did the author support or challenge your belief about the characters?”, and beginning to make judgements about the dilemmas characters face
- Elaboration identifying language features such as use of dialogue and rich descriptive language, and presenting an opinion about their effect on readers
Content descriptorAC9E5LE04 Literature
examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs
Elaborations (2)
- Elaboration discussing how figurative language including simile and metaphor can make use of a comparison between different things
- Elaboration discussing how, by appealing to the imagination, figurative language provides new ways of looking at the world
Content descriptorAC9E5LY02 Literacy
use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea
Elaborations (4)
- Elaboration participating in pair, group, class and school speaking and listening situations, including informal conversations, discussions and presentations
- Elaboration asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions
- Elaboration using strategies for discussion, such as speaking clearly, pausing, asking questions and linking students’ own responses to the contributions of others
- Elaboration choosing vocabulary and sentence structures for particular purposes including formal and informal contexts, to report and explain new concepts and topics, to offer an opinion and to persuade others
Content descriptorAC9E5LY07 Literacy
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
Elaborations (3)
- Elaboration planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding
- Elaboration experimenting with features of voice such as tone, volume, pitch and pace in formal presentations and recognising the effects these have on audience understanding
- Elaboration reflecting on how new learning can be incorporated into a presentation
They use different text structures to organise, develop and link ideas.
Content descriptorAC9E5LA03 Language
describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts
Elaborations (3)
- Elaboration becoming familiar with the typical stages and language features of types of texts such as narrative, procedure, arguments, explanation, discussion and informative texts, and how they can be composed in written, digital and multimedia forms to achieve their purpose
- Elaboration recognising that paragraphs vary in their function and how they are organised in a text and between different types of texts; for example, the differences between paragraphs in a narrative, an argument and a procedure
- Elaboration describing the stages and phases, and purposes of narratives, historical recounts, procedural recounts, causal explanations, discussions of alternative positions on an issue, information reports, reviews and types of poems
Content descriptorAC9E5LE05 Literature
create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
Elaborations (2)
- Elaboration drawing upon fiction elements in a range of model texts; for example, main idea, characterisation, setting (time and place) and devices; for example, figurative language (simile, metaphor, personification), to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts
- Elaboration creating a visual map, which may include digital mind maps, of figurative language, storylines, characters and settings in a text that may inspire their own writing
Content descriptorAC9E5LY07 Literacy
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
Elaborations (3)
- Elaboration planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding
- Elaboration experimenting with features of voice such as tone, volume, pitch and pace in formal presentations and recognising the effects these have on audience understanding
- Elaboration reflecting on how new learning can be incorporated into a presentation
They use language features including topic-specific vocabulary and literary devices, and/or multimodal features and features of voice.
Content descriptorAC9E5LA03 Language
describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts
Elaborations (3)
- Elaboration becoming familiar with the typical stages and language features of types of texts such as narrative, procedure, arguments, explanation, discussion and informative texts, and how they can be composed in written, digital and multimedia forms to achieve their purpose
- Elaboration recognising that paragraphs vary in their function and how they are organised in a text and between different types of texts; for example, the differences between paragraphs in a narrative, an argument and a procedure
- Elaboration describing the stages and phases, and purposes of narratives, historical recounts, procedural recounts, causal explanations, discussions of alternative positions on an issue, information reports, reviews and types of poems
Content descriptorAC9E5LA07 Language
explain how the sequence of images in print, digital and film texts has an effect on meaning
Elaborations (4)
- Elaboration interpreting narrative texts told through wordless picture books
- Elaboration identifying and comparing sequences of images revealed through different hyperlink choices
- Elaboration viewing a short film or segment from a film without sound and comparing interpretations after viewing with sound
- Elaboration recognising how the sequence of images in texts by First Nations Australian authors create meaning
Content descriptorAC9E5LA08 Language
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
Elaborations (2)
- Elaboration using precise words for naming; for example, instead of “mammal” or “whale”, using “humpback whale”
- Elaboration exploring Greek and Latin roots in commonly used words; for example, the Greek root word “tele” meaning distant in words such as “telephone” and “teleport”
Content descriptorAC9E5LE04 Literature
examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs
Elaborations (2)
- Elaboration discussing how figurative language including simile and metaphor can make use of a comparison between different things
- Elaboration discussing how, by appealing to the imagination, figurative language provides new ways of looking at the world
Content descriptorAC9E5LE05 Literature
create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
Elaborations (2)
- Elaboration drawing upon fiction elements in a range of model texts; for example, main idea, characterisation, setting (time and place) and devices; for example, figurative language (simile, metaphor, personification), to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts
- Elaboration creating a visual map, which may include digital mind maps, of figurative language, storylines, characters and settings in a text that may inspire their own writing
Content descriptorAC9E5LY07 Literacy
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
Elaborations (3)
- Elaboration planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding
- Elaboration experimenting with features of voice such as tone, volume, pitch and pace in formal presentations and recognising the effects these have on audience understanding
- Elaboration reflecting on how new learning can be incorporated into a presentation
They read, view and comprehend texts created to inform, influence and/or engage audiences.
Content descriptorAC9E5LA07 Language
explain how the sequence of images in print, digital and film texts has an effect on meaning
Elaborations (4)
- Elaboration interpreting narrative texts told through wordless picture books
- Elaboration identifying and comparing sequences of images revealed through different hyperlink choices
- Elaboration viewing a short film or segment from a film without sound and comparing interpretations after viewing with sound
- Elaboration recognising how the sequence of images in texts by First Nations Australian authors create meaning
Content descriptorAC9E5LA08 Language
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
Elaborations (2)
- Elaboration using precise words for naming; for example, instead of “mammal” or “whale”, using “humpback whale”
- Elaboration exploring Greek and Latin roots in commonly used words; for example, the Greek root word “tele” meaning distant in words such as “telephone” and “teleport”
Content descriptorAC9E5LE01 Literature
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
Elaborations (4)
- Elaboration identifying aspects of literature; for example, images, symbols, dialogue and character descriptions, that can convey information about a context
- Elaboration exploring and discussing texts written by First Nations Australian authors about the events that shaped or had an impact on their lives
- Elaboration exploring aspects of literature that represent historical context in texts by First Nations Australian authors
- Elaboration exploring characters and concepts in ballads from different times by wide-ranging Australian authors
Content descriptorAC9E5LE03 Literature
recognise that the point of view in a literary text influences how readers interpret and respond to events and characters
Elaborations (2)
- Elaboration comparing texts narrated from a first person and third person point of view, and discussing what information the audience can access and how this influences the audience’s sympathies
- Elaboration discussing why an author might choose a particular point of view
Content descriptorAC9E5LE04 Literature
examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs
Elaborations (2)
- Elaboration discussing how figurative language including simile and metaphor can make use of a comparison between different things
- Elaboration discussing how, by appealing to the imagination, figurative language provides new ways of looking at the world
Content descriptorAC9E5LY04 Literacy
navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming
Elaborations (3)
- Elaboration using subject and technical vocabulary and concept knowledge to navigate less familiar texts
- Elaboration skimming and scanning to check the pertinence of particular information to students’ topic and task
- Elaboration using sign-posting features such as headings and subheadings, and homepages and subpages to read texts
Content descriptorAC9E5LY05 Literacy
use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
Elaborations (3)
- Elaboration summarising ideas and information to determine the main idea of a text
- Elaboration using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating relative value, evaluating the accuracy and currency of print and digital sources, and summarising information from several sources
- Elaboration comparing texts on the same topic to identify similarities and differences in the ideas or information that are included
Content descriptorAC9E5LY08 Literacy
use phonic, morphemic and vocabulary knowledge to read and spell words that share common letter patterns but have different pronunciations
Elaborations (1)
- Elaboration recognising and writing less familiar words that share common letter patterns but have different pronunciations; for example, “journey”, “your”, “tour” and “sour”
They explain how ideas are developed including through characters, settings and/or events, and how texts reflect contexts.
Content descriptorAC9E5LA02 Language
understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources
Elaborations (1)
- Elaboration recognising that a bare assertion (for example, “It's the best film this year.”) often needs to be tempered by: using the “impersonal it” to distance oneself (for example, “It could be said that it is the best film this year.”); recruiting anonymous support (for example, “It is generally agreed that it is the best film this year.”); indicating a general source of the opinion (for example, “Most critics agree that it is the best film this year.”); specifying the source of the opinion (for example, “Reviewers for The Reel Film stated that it is the best film this year.”) and reflecting on the effect of these different choices
Content descriptorAC9E5LA03 Language
describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts
Elaborations (3)
- Elaboration becoming familiar with the typical stages and language features of types of texts such as narrative, procedure, arguments, explanation, discussion and informative texts, and how they can be composed in written, digital and multimedia forms to achieve their purpose
- Elaboration recognising that paragraphs vary in their function and how they are organised in a text and between different types of texts; for example, the differences between paragraphs in a narrative, an argument and a procedure
- Elaboration describing the stages and phases, and purposes of narratives, historical recounts, procedural recounts, causal explanations, discussions of alternative positions on an issue, information reports, reviews and types of poems
Content descriptorAC9E5LA04 Language
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 text
Elaborations (3)
- Elaboration observing how writers use the beginning of a sentence to signal to the reader how the text is developing; for example, “Snakes are reptiles. They have scales and no legs. Many snakes are poisonous. However, in Australia they are protected.”
- Elaboration recognising that a sequence of clauses may use different tenses but remain connected through a topic; for example, “Snakes were a problem in Australia. However, urban sprawl is ruining their habitats and they are now a protected species.”
- Elaboration recognising that sentence openers signal what the sentence will be about, and the rest of the sentence typically elaborates on the sentence opener by providing new information
Content descriptorAC9E5LA05 Language
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
Elaborations (1)
- Elaboration knowing that complex sentences make connections between ideas to provide a reason; for example, “He jumped up because the bell rang.”; state a purpose; for example, “She raced home to confront her brother.”; express a condition; for example, “It will break if you push it.”; make a concession; for example, “She finished her work even though she was feeling tired.”; link 2 ideas in terms of various time relations; for example, “Nero fiddled while Rome burned.”
Content descriptorAC9E5LA06 Language
understand how noun groups can be expanded in a variety of ways to provide a fuller description of a person, place, thing or idea
Elaborations (2)
- Elaboration learning how to expand a description by combining a related set of nouns and adjectives; for example, “Two old brown cattle dogs”
- Elaboration observing how descriptive details can be built up around a noun or an adjective, forming a group (for example, “this very smelly cleaning cloth in the sink” is a noun group and “as pretty as the flowers in May” is an adjective group)
Content descriptorAC9E5LA07 Language
explain how the sequence of images in print, digital and film texts has an effect on meaning
Elaborations (4)
- Elaboration interpreting narrative texts told through wordless picture books
- Elaboration identifying and comparing sequences of images revealed through different hyperlink choices
- Elaboration viewing a short film or segment from a film without sound and comparing interpretations after viewing with sound
- Elaboration recognising how the sequence of images in texts by First Nations Australian authors create meaning
Content descriptorAC9E5LE01 Literature
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
Elaborations (4)
- Elaboration identifying aspects of literature; for example, images, symbols, dialogue and character descriptions, that can convey information about a context
- Elaboration exploring and discussing texts written by First Nations Australian authors about the events that shaped or had an impact on their lives
- Elaboration exploring aspects of literature that represent historical context in texts by First Nations Australian authors
- Elaboration exploring characters and concepts in ballads from different times by wide-ranging Australian authors
Content descriptorAC9E5LE03 Literature
recognise that the point of view in a literary text influences how readers interpret and respond to events and characters
Elaborations (2)
- Elaboration comparing texts narrated from a first person and third person point of view, and discussing what information the audience can access and how this influences the audience’s sympathies
- Elaboration discussing why an author might choose a particular point of view
Content descriptorAC9E5LY01 Literacy
describe the ways in which a text reflects the time and place in which it was created
Elaborations (2)
- Elaboration describing how ideas in texts are conveyed by vocabulary, including idiomatic expressions, and that these can change according to time and place
- Elaboration describing how ideas in texts reflect the social expectations of the time and place in which they were created
Content descriptorAC9E5LY03 Literacy
explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
Elaborations (2)
- Elaboration explaining how the features of a text advocating community action; for example, action on a local area preservation issue, are used to meet the purpose of the text
- Elaboration explaining how characters are used to deliver the message in persuasive texts; for example, explaining how characters are used to present persuasive messages about health issues in advertising, considering why characters have been used instead of real people
They explain how characteristic text structures support the purpose of texts.
Content descriptorAC9E5LA03 Language
describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts
Elaborations (3)
- Elaboration becoming familiar with the typical stages and language features of types of texts such as narrative, procedure, arguments, explanation, discussion and informative texts, and how they can be composed in written, digital and multimedia forms to achieve their purpose
- Elaboration recognising that paragraphs vary in their function and how they are organised in a text and between different types of texts; for example, the differences between paragraphs in a narrative, an argument and a procedure
- Elaboration describing the stages and phases, and purposes of narratives, historical recounts, procedural recounts, causal explanations, discussions of alternative positions on an issue, information reports, reviews and types of poems
Content descriptorAC9E5LA04 Language
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 text
Elaborations (3)
- Elaboration observing how writers use the beginning of a sentence to signal to the reader how the text is developing; for example, “Snakes are reptiles. They have scales and no legs. Many snakes are poisonous. However, in Australia they are protected.”
- Elaboration recognising that a sequence of clauses may use different tenses but remain connected through a topic; for example, “Snakes were a problem in Australia. However, urban sprawl is ruining their habitats and they are now a protected species.”
- Elaboration recognising that sentence openers signal what the sentence will be about, and the rest of the sentence typically elaborates on the sentence opener by providing new information
Content descriptorAC9E5LY03 Literacy
explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
Elaborations (2)
- Elaboration explaining how the features of a text advocating community action; for example, action on a local area preservation issue, are used to meet the purpose of the text
- Elaboration explaining how characters are used to deliver the message in persuasive texts; for example, explaining how characters are used to present persuasive messages about health issues in advertising, considering why characters have been used instead of real people
Content descriptorAC9E5LY04 Literacy
navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming
Elaborations (3)
- Elaboration using subject and technical vocabulary and concept knowledge to navigate less familiar texts
- Elaboration skimming and scanning to check the pertinence of particular information to students’ topic and task
- Elaboration using sign-posting features such as headings and subheadings, and homepages and subpages to read texts
They explain how language features including literary devices, and visual features contribute to the effect and meaning of a text.
Content descriptorAC9E5LA03 Language
describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts
Elaborations (3)
- Elaboration becoming familiar with the typical stages and language features of types of texts such as narrative, procedure, arguments, explanation, discussion and informative texts, and how they can be composed in written, digital and multimedia forms to achieve their purpose
- Elaboration recognising that paragraphs vary in their function and how they are organised in a text and between different types of texts; for example, the differences between paragraphs in a narrative, an argument and a procedure
- Elaboration describing the stages and phases, and purposes of narratives, historical recounts, procedural recounts, causal explanations, discussions of alternative positions on an issue, information reports, reviews and types of poems
Content descriptorAC9E5LA05 Language
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
Elaborations (1)
- Elaboration knowing that complex sentences make connections between ideas to provide a reason; for example, “He jumped up because the bell rang.”; state a purpose; for example, “She raced home to confront her brother.”; express a condition; for example, “It will break if you push it.”; make a concession; for example, “She finished her work even though she was feeling tired.”; link 2 ideas in terms of various time relations; for example, “Nero fiddled while Rome burned.”
Content descriptorAC9E5LA06 Language
understand how noun groups can be expanded in a variety of ways to provide a fuller description of a person, place, thing or idea
Elaborations (2)
- Elaboration learning how to expand a description by combining a related set of nouns and adjectives; for example, “Two old brown cattle dogs”
- Elaboration observing how descriptive details can be built up around a noun or an adjective, forming a group (for example, “this very smelly cleaning cloth in the sink” is a noun group and “as pretty as the flowers in May” is an adjective group)
Content descriptorAC9E5LA07 Language
explain how the sequence of images in print, digital and film texts has an effect on meaning
Elaborations (4)
- Elaboration interpreting narrative texts told through wordless picture books
- Elaboration identifying and comparing sequences of images revealed through different hyperlink choices
- Elaboration viewing a short film or segment from a film without sound and comparing interpretations after viewing with sound
- Elaboration recognising how the sequence of images in texts by First Nations Australian authors create meaning
Content descriptorAC9E5LA08 Language
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
Elaborations (2)
- Elaboration using precise words for naming; for example, instead of “mammal” or “whale”, using “humpback whale”
- Elaboration exploring Greek and Latin roots in commonly used words; for example, the Greek root word “tele” meaning distant in words such as “telephone” and “teleport”
Content descriptorAC9E5LA09 Language
use commas to indicate prepositional phrases, and apostrophes where there is multiple possession
Elaborations (4)
- Elaboration learning that in Standard Australian English, regular plural nouns ending in “s” form the possessive by adding just the apostrophe; for example, “the students' classroom”
- Elaboration learning that in Standard Australian English for proper nouns, the regular possessive form is always possible but a variant form without the second “s” is sometimes found; for example, “James’s house” or “James’ house”
- Elaboration learning that when there is more than one owner, the apostrophe is usually used for the last owner in the list; for example, “the cat and kitten’s bowls”
- Elaboration using commas to signal a prepositional phrase; for example, “On Saturday, before it rained we went to the beach.”
Content descriptorAC9E5LE03 Literature
recognise that the point of view in a literary text influences how readers interpret and respond to events and characters
Elaborations (2)
- Elaboration comparing texts narrated from a first person and third person point of view, and discussing what information the audience can access and how this influences the audience’s sympathies
- Elaboration discussing why an author might choose a particular point of view
Content descriptorAC9E5LE04 Literature
examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs
Elaborations (2)
- Elaboration discussing how figurative language including simile and metaphor can make use of a comparison between different things
- Elaboration discussing how, by appealing to the imagination, figurative language provides new ways of looking at the world
Content descriptorAC9E5LY01 Literacy
describe the ways in which a text reflects the time and place in which it was created
Elaborations (2)
- Elaboration describing how ideas in texts are conveyed by vocabulary, including idiomatic expressions, and that these can change according to time and place
- Elaboration describing how ideas in texts reflect the social expectations of the time and place in which they were created
Content descriptorAC9E5LY03 Literacy
explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
Elaborations (2)
- Elaboration explaining how the features of a text advocating community action; for example, action on a local area preservation issue, are used to meet the purpose of the text
- Elaboration explaining how characters are used to deliver the message in persuasive texts; for example, explaining how characters are used to present persuasive messages about health issues in advertising, considering why characters have been used instead of real people
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.
Content descriptorAC9E5LA02 Language
understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources
Elaborations (1)
- Elaboration recognising that a bare assertion (for example, “It's the best film this year.”) often needs to be tempered by: using the “impersonal it” to distance oneself (for example, “It could be said that it is the best film this year.”); recruiting anonymous support (for example, “It is generally agreed that it is the best film this year.”); indicating a general source of the opinion (for example, “Most critics agree that it is the best film this year.”); specifying the source of the opinion (for example, “Reviewers for The Reel Film stated that it is the best film this year.”) and reflecting on the effect of these different choices
Content descriptorAC9E5LA03 Language
describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts
Elaborations (3)
- Elaboration becoming familiar with the typical stages and language features of types of texts such as narrative, procedure, arguments, explanation, discussion and informative texts, and how they can be composed in written, digital and multimedia forms to achieve their purpose
- Elaboration recognising that paragraphs vary in their function and how they are organised in a text and between different types of texts; for example, the differences between paragraphs in a narrative, an argument and a procedure
- Elaboration describing the stages and phases, and purposes of narratives, historical recounts, procedural recounts, causal explanations, discussions of alternative positions on an issue, information reports, reviews and types of poems
Content descriptorAC9E5LA04 Language
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 text
Elaborations (3)
- Elaboration observing how writers use the beginning of a sentence to signal to the reader how the text is developing; for example, “Snakes are reptiles. They have scales and no legs. Many snakes are poisonous. However, in Australia they are protected.”
- Elaboration recognising that a sequence of clauses may use different tenses but remain connected through a topic; for example, “Snakes were a problem in Australia. However, urban sprawl is ruining their habitats and they are now a protected species.”
- Elaboration recognising that sentence openers signal what the sentence will be about, and the rest of the sentence typically elaborates on the sentence opener by providing new information
Content descriptorAC9E5LA05 Language
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
Elaborations (1)
- Elaboration knowing that complex sentences make connections between ideas to provide a reason; for example, “He jumped up because the bell rang.”; state a purpose; for example, “She raced home to confront her brother.”; express a condition; for example, “It will break if you push it.”; make a concession; for example, “She finished her work even though she was feeling tired.”; link 2 ideas in terms of various time relations; for example, “Nero fiddled while Rome burned.”
Content descriptorAC9E5LA06 Language
understand how noun groups can be expanded in a variety of ways to provide a fuller description of a person, place, thing or idea
Elaborations (2)
- Elaboration learning how to expand a description by combining a related set of nouns and adjectives; for example, “Two old brown cattle dogs”
- Elaboration observing how descriptive details can be built up around a noun or an adjective, forming a group (for example, “this very smelly cleaning cloth in the sink” is a noun group and “as pretty as the flowers in May” is an adjective group)
Content descriptorAC9E5LA07 Language
explain how the sequence of images in print, digital and film texts has an effect on meaning
Elaborations (4)
- Elaboration interpreting narrative texts told through wordless picture books
- Elaboration identifying and comparing sequences of images revealed through different hyperlink choices
- Elaboration viewing a short film or segment from a film without sound and comparing interpretations after viewing with sound
- Elaboration recognising how the sequence of images in texts by First Nations Australian authors create meaning
Content descriptorAC9E5LE02 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
Elaborations (2)
- Elaboration posing and discussing questions, such as “Should characters have behaved as they did?” and “How did the author support or challenge your belief about the characters?”, and beginning to make judgements about the dilemmas characters face
- Elaboration identifying language features such as use of dialogue and rich descriptive language, and presenting an opinion about their effect on readers
Content descriptorAC9E5LE05 Literature
create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
Elaborations (2)
- Elaboration drawing upon fiction elements in a range of model texts; for example, main idea, characterisation, setting (time and place) and devices; for example, figurative language (simile, metaphor, personification), to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts
- Elaboration creating a visual map, which may include digital mind maps, of figurative language, storylines, characters and settings in a text that may inspire their own writing
Content descriptorAC9E5LY06 Literacy
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
Elaborations (6)
- Elaboration using research from print and digital resources to gather and organise information for writing
- Elaboration selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement
- Elaboration using vocabulary, including technical vocabulary, appropriate to purpose and context
- Elaboration using appropriate grammatical features, including more complex sentences and relevant verb tenses, pronoun references, and adverb and noun groups/phrases for effective descriptions
- Elaboration writing letters in print and by email demonstrating understanding of audience
- Elaboration re-reading and editing their own and others’ work, which may involve using digital tools, for precision using negotiated criteria for text structure and meaning, and accuracy of grammar, spelling and punctuation
They use paragraphs to organise, develop and link ideas.
Content descriptorAC9E5LA03 Language
describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts
Elaborations (3)
- Elaboration becoming familiar with the typical stages and language features of types of texts such as narrative, procedure, arguments, explanation, discussion and informative texts, and how they can be composed in written, digital and multimedia forms to achieve their purpose
- Elaboration recognising that paragraphs vary in their function and how they are organised in a text and between different types of texts; for example, the differences between paragraphs in a narrative, an argument and a procedure
- Elaboration describing the stages and phases, and purposes of narratives, historical recounts, procedural recounts, causal explanations, discussions of alternative positions on an issue, information reports, reviews and types of poems
Content descriptorAC9E5LA04 Language
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 text
Elaborations (3)
- Elaboration observing how writers use the beginning of a sentence to signal to the reader how the text is developing; for example, “Snakes are reptiles. They have scales and no legs. Many snakes are poisonous. However, in Australia they are protected.”
- Elaboration recognising that a sequence of clauses may use different tenses but remain connected through a topic; for example, “Snakes were a problem in Australia. However, urban sprawl is ruining their habitats and they are now a protected species.”
- Elaboration recognising that sentence openers signal what the sentence will be about, and the rest of the sentence typically elaborates on the sentence opener by providing new information
Content descriptorAC9E5LE05 Literature
create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
Elaborations (2)
- Elaboration drawing upon fiction elements in a range of model texts; for example, main idea, characterisation, setting (time and place) and devices; for example, figurative language (simile, metaphor, personification), to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts
- Elaboration creating a visual map, which may include digital mind maps, of figurative language, storylines, characters and settings in a text that may inspire their own writing
Content descriptorAC9E5LY06 Literacy
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
Elaborations (6)
- Elaboration using research from print and digital resources to gather and organise information for writing
- Elaboration selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement
- Elaboration using vocabulary, including technical vocabulary, appropriate to purpose and context
- Elaboration using appropriate grammatical features, including more complex sentences and relevant verb tenses, pronoun references, and adverb and noun groups/phrases for effective descriptions
- Elaboration writing letters in print and by email demonstrating understanding of audience
- Elaboration re-reading and editing their own and others’ work, which may involve using digital tools, for precision using negotiated criteria for text structure and meaning, and accuracy of grammar, spelling and punctuation
They use language features including complex sentences, tenses, topic-specific vocabulary and literary devices, and/or multimodal features.
Content descriptorAC9E5LA03 Language
describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts
Elaborations (3)
- Elaboration becoming familiar with the typical stages and language features of types of texts such as narrative, procedure, arguments, explanation, discussion and informative texts, and how they can be composed in written, digital and multimedia forms to achieve their purpose
- Elaboration recognising that paragraphs vary in their function and how they are organised in a text and between different types of texts; for example, the differences between paragraphs in a narrative, an argument and a procedure
- Elaboration describing the stages and phases, and purposes of narratives, historical recounts, procedural recounts, causal explanations, discussions of alternative positions on an issue, information reports, reviews and types of poems
Content descriptorAC9E5LA05 Language
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
Elaborations (1)
- Elaboration knowing that complex sentences make connections between ideas to provide a reason; for example, “He jumped up because the bell rang.”; state a purpose; for example, “She raced home to confront her brother.”; express a condition; for example, “It will break if you push it.”; make a concession; for example, “She finished her work even though she was feeling tired.”; link 2 ideas in terms of various time relations; for example, “Nero fiddled while Rome burned.”
Content descriptorAC9E5LA06 Language
understand how noun groups can be expanded in a variety of ways to provide a fuller description of a person, place, thing or idea
Elaborations (2)
- Elaboration learning how to expand a description by combining a related set of nouns and adjectives; for example, “Two old brown cattle dogs”
- Elaboration observing how descriptive details can be built up around a noun or an adjective, forming a group (for example, “this very smelly cleaning cloth in the sink” is a noun group and “as pretty as the flowers in May” is an adjective group)
Content descriptorAC9E5LA07 Language
explain how the sequence of images in print, digital and film texts has an effect on meaning
Elaborations (4)
- Elaboration interpreting narrative texts told through wordless picture books
- Elaboration identifying and comparing sequences of images revealed through different hyperlink choices
- Elaboration viewing a short film or segment from a film without sound and comparing interpretations after viewing with sound
- Elaboration recognising how the sequence of images in texts by First Nations Australian authors create meaning
Content descriptorAC9E5LA08 Language
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
Elaborations (2)
- Elaboration using precise words for naming; for example, instead of “mammal” or “whale”, using “humpback whale”
- Elaboration exploring Greek and Latin roots in commonly used words; for example, the Greek root word “tele” meaning distant in words such as “telephone” and “teleport”
Content descriptorAC9E5LA09 Language
use commas to indicate prepositional phrases, and apostrophes where there is multiple possession
Elaborations (4)
- Elaboration learning that in Standard Australian English, regular plural nouns ending in “s” form the possessive by adding just the apostrophe; for example, “the students' classroom”
- Elaboration learning that in Standard Australian English for proper nouns, the regular possessive form is always possible but a variant form without the second “s” is sometimes found; for example, “James’s house” or “James’ house”
- Elaboration learning that when there is more than one owner, the apostrophe is usually used for the last owner in the list; for example, “the cat and kitten’s bowls”
- Elaboration using commas to signal a prepositional phrase; for example, “On Saturday, before it rained we went to the beach.”
Content descriptorAC9E5LE05 Literature
create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
Elaborations (2)
- Elaboration drawing upon fiction elements in a range of model texts; for example, main idea, characterisation, setting (time and place) and devices; for example, figurative language (simile, metaphor, personification), to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts
- Elaboration creating a visual map, which may include digital mind maps, of figurative language, storylines, characters and settings in a text that may inspire their own writing
Content descriptorAC9E5LY06 Literacy
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
Elaborations (6)
- Elaboration using research from print and digital resources to gather and organise information for writing
- Elaboration selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement
- Elaboration using vocabulary, including technical vocabulary, appropriate to purpose and context
- Elaboration using appropriate grammatical features, including more complex sentences and relevant verb tenses, pronoun references, and adverb and noun groups/phrases for effective descriptions
- Elaboration writing letters in print and by email demonstrating understanding of audience
- Elaboration re-reading and editing their own and others’ work, which may involve using digital tools, for precision using negotiated criteria for text structure and meaning, and accuracy of grammar, spelling and punctuation
They spell using phonic, morphemic and grammatical knowledge.
Content descriptorAC9E5LY08 Literacy
use phonic, morphemic and vocabulary knowledge to read and spell words that share common letter patterns but have different pronunciations
Elaborations (1)
- Elaboration recognising and writing less familiar words that share common letter patterns but have different pronunciations; for example, “journey”, “your”, “tour” and “sour”
Content descriptorAC9E5LY09 Literacy
build and spell new words from knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations
Elaborations (2)
- Elaboration using knowledge of known words and base words to spell new words; for example, the spelling and meaning connections between “vision”, “television” and “revision”
- Elaboration applying knowledge of spelling generalisations to spell new words; for example, “suitable”, “likeable” and “collapsible”
Content descriptorAC9E5LY10 Literacy
explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word
Elaborations (2)
- Elaboration using knowledge of word origins and roots, and related words, to interpret and spell unfamiliar words, and learning about how these roots affect plurals; for example, “cactus” and “cacti”, “louse” and “lice”
- Elaboration understanding how some suffixes change the grammatical form of words; for example, “-tion” and “-ment” can change verbs into nouns: “protect” to “protection” and “develop” to “development”
This achievement standard describes the expected learning for Year 5 English. Use it to plan teaching and assessment with the Australian Curriculum v9.
At 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 | |