Year 6 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 6, 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, explain and elaborate on ideas from topics or texts. They use and vary text structures to organise, develop and link ideas. They use and vary language features including topic-specific vocabulary and literary devices, and/or multimodal features and features of voice.
They read, view and comprehend different texts created to inform, influence and/or engage audiences. They identify similarities and differences in how ideas are presented and developed including through characters, settings and/or events, and how texts reflect contexts. They identify how texts have similar and different text structures to reflect purpose. They explain how language features including literary devices, and visual features influence audiences.
They create written and/or multimodal texts, including literary texts, for particular purposes and audiences, developing, explaining and elaborating on relevant ideas from topics or texts. They use text structures and vary paragraphs to organise, develop and link ideas. They use and vary language features including sentence structures, 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 6, students interact with others, and listen to and create spoken and/or multimodal texts including literary texts.
Content descriptorAC9E6LA01 Language
understand that language varies as levels of formality and social distance increase
Elaborations (3)
- Elaboration recognising language protocols for formal address; for example, words used to address principals, heads of state and monarchs
- Elaboration discussing levels of language such as slang, colloquial, conversational and formal, and how their appropriateness changes with the situation and audience
- Elaboration presenting ideas and opinions at levels of formality appropriate to the context and audience
Content descriptorAC9E6LA07 Language
identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
Elaborations (3)
- Elaboration observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams and the flow of images in picture books
- Elaboration observing how concepts, information and relationships can be represented visually through tables, maps, graphs and diagrams
- Elaboration understanding that images and maps may be sensitive for First Nations Australians and ensuring that a disclaimer is applied or judgement is used about cultural appropriateness and sensitivities
Content descriptorAC9E6LA08 Language
identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole
Elaborations (3)
- Elaboration exploring how figurative language; for example, metaphors, personification and idioms, can be used to create vivid and less predictable shades of meaning
- Elaboration identifying authors’ use of vivid and emotive vocabulary in persuasive texts; for example, the vocabulary used in reviews
- Elaboration discussing texts, using vocabulary to name text structure, literary devices and language features; for example, using words that name the literary device used in a poem
Content descriptorAC9E6LE04 Literature
explain the way authors use sound and imagery to create meaning and effect in poetry
Elaborations (4)
- Elaboration explaining how imagery builds emotional connections and engagement with the story or theme
- Elaboration identifying the imagery used in narratives or poetry about First Nations Australians’ Country/Place
- Elaboration describing the effects of assonance, alliteration and onomatopoeia in a poem
- Elaboration explaining the effect of rhythm in ballads
Content descriptorAC9E6LE05 Literature
create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices
Elaborations (3)
- Elaboration creating narratives in written, spoken or multimodal/digital form adapting character; for example, reimagining the hero in an adventure story
- Elaboration creating an autobiography of a character from a text explored
- Elaboration discussing the setting in a literary text with a peer during the editing process, and experimenting with literary devices that may enhance the setting
Content descriptorAC9E6LY02 Literacy
use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions
Elaborations (3)
- Elaboration participating in pair, group, class, school and community speaking and listening situations, including informal conversations, discussions, debates and presentations
- Elaboration using strategies; for example, pausing, questioning, rephrasing, repeating, summarising, reviewing and asking clarifying questions when discussing topics
- Elaboration recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information
Content descriptorAC9E6LY05 Literacy
use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources
Elaborations (6)
- Elaboration making connections between the text and students’ own experience or other texts
- Elaboration making connections between information in print and images
- Elaboration using prior knowledge and textual information to make inferences
- Elaboration asking and answering questions
- Elaboration using graphic organisers to visualise connections, categories and hierarchies of information
- Elaboration summarising a text or part of a text
Content descriptorAC9E6LY07 Literacy
plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features
Elaborations (4)
- 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 voice effects such as tone, volume, pitch and pace in formal presentations and recognising the effects these have on audience understanding
- Elaboration presenting an argument about an issue from learning area content, which includes claims supported with evidence and examples, careful use of topic-specific vocabulary and selection of persuasive techniques appropriate to audience
- Elaboration setting goals for a presentation and monitoring development in a written or digital journal
For particular purposes and audiences, they share, develop, explain and elaborate on ideas from topics or texts.
Content descriptorAC9E6LA02 Language
understand the uses of objective and subjective language, and identify bias
Elaborations (3)
- Elaboration identifying language choices that evoke emotion and judgements in direct and indirect ways, and how they are used to persuade different audiences to take a position and/or action
- Elaboration understanding when to share feelings and opinions; for example, in a personal recount, and when to remain more objective; for example, in a factual recount
- Elaboration differentiating between reporting the facts; for example, in a factual recount or unedited photograph, and providing a commentary; for example, in an editorial
Content descriptorAC9E6LA06 Language
understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups
Elaborations (3)
- Elaboration knowing that the simple present tense is typically used to talk about present states; for example, “He lives in Darwin.” or actions that happen regularly in the present; for example, “He watches television every night.” or that represent “timeless” happenings, in information reports; for example, “Bears hibernate in winter.”
- Elaboration knowing that there are various ways in English to refer to future time: using the auxiliary “will”; for example, “She will call you tomorrow.”, using the present tense; for example, “Tomorrow, I leave for Hobart.” and using adverbials of time; for example, “She arrives in the morning.”
- Elaboration using precise verbs; for example, “slice”, “dice”, “fillet” and “segment” rather than general words; for example, “cut”
Content descriptorAC9E6LA07 Language
identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
Elaborations (3)
- Elaboration observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams and the flow of images in picture books
- Elaboration observing how concepts, information and relationships can be represented visually through tables, maps, graphs and diagrams
- Elaboration understanding that images and maps may be sensitive for First Nations Australians and ensuring that a disclaimer is applied or judgement is used about cultural appropriateness and sensitivities
Content descriptorAC9E6LE02 Literature
identify similarities and differences in literary texts on similar topics, themes or plots
Elaborations (2)
- Elaboration exploring texts on a similar topic by authors with very different styles; for example, comparing fantasy quest novels or realistic novels on a specific theme
- Elaboration identifying differences in the use of narrator, narrative structure and voice, and language and visual features, between texts and determining how these influence readers or viewers
Content descriptorAC9E6LE03 Literature
identify and explain characteristics that define an author's individual style
Elaborations (3)
- Elaboration exploring 2 or more texts by the same author, identifying similarities; for example, subject or theme, characterisation, text structure, plot development, tone, vocabulary, voice, favoured grammatical structures and visual techniques in picture books, and determining the qualities that characterise an author's style
- Elaboration focusing on a First Nations Australian author and identifying characteristic elements of their writing; for example, images, theme and language
- Elaboration comparing similarities and differences between texts, including those by the same author or illustrator, and identifying the characteristics that define an author’s style; for example, comparing illustrations in picture books by the same illustrator, noting characteristic features
Content descriptorAC9E6LE04 Literature
explain the way authors use sound and imagery to create meaning and effect in poetry
Elaborations (4)
- Elaboration explaining how imagery builds emotional connections and engagement with the story or theme
- Elaboration identifying the imagery used in narratives or poetry about First Nations Australians’ Country/Place
- Elaboration describing the effects of assonance, alliteration and onomatopoeia in a poem
- Elaboration explaining the effect of rhythm in ballads
Content descriptorAC9E6LY02 Literacy
use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions
Elaborations (3)
- Elaboration participating in pair, group, class, school and community speaking and listening situations, including informal conversations, discussions, debates and presentations
- Elaboration using strategies; for example, pausing, questioning, rephrasing, repeating, summarising, reviewing and asking clarifying questions when discussing topics
- Elaboration recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information
Content descriptorAC9E6LY07 Literacy
plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features
Elaborations (4)
- 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 voice effects such as tone, volume, pitch and pace in formal presentations and recognising the effects these have on audience understanding
- Elaboration presenting an argument about an issue from learning area content, which includes claims supported with evidence and examples, careful use of topic-specific vocabulary and selection of persuasive techniques appropriate to audience
- Elaboration setting goals for a presentation and monitoring development in a written or digital journal
They use and vary text structures to organise, develop and link ideas.
Content descriptorAC9E6LA03 Language
explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features
Elaborations (4)
- Elaboration exploring a range of everyday, community, literary and informative texts, discussing elements of text structure and language features, and comparing the overall structure and effect of authors’ choices in 2 or more texts
- Elaboration examining a text to identify strategies such as exaggeration to create humour
- Elaboration recognising that texts are organised into stages such as an introduction and that introductions may be divided into phases; for example, the introduction stage of a narrative may begin with a phase that is a “hook” or a flashback
- Elaboration explaining the characteristic stages and phases in reviews, discussions of alternative positions or historical recounts and identifying any adaptations of typical structures or language features
Content descriptorAC9E6LA04 Language
understand that cohesion can be created by the intentional use of repetition, and the use of word associations
Elaborations (2)
- Elaboration noting how a general word is often used for a more specific word already mentioned (word association); for example, “Look at those apples. Granny Smiths are my favourite.”
- Elaboration recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms
Content descriptorAC9E6LE05 Literature
create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices
Elaborations (3)
- Elaboration creating narratives in written, spoken or multimodal/digital form adapting character; for example, reimagining the hero in an adventure story
- Elaboration creating an autobiography of a character from a text explored
- Elaboration discussing the setting in a literary text with a peer during the editing process, and experimenting with literary devices that may enhance the setting
Content descriptorAC9E6LY07 Literacy
plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features
Elaborations (4)
- 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 voice effects such as tone, volume, pitch and pace in formal presentations and recognising the effects these have on audience understanding
- Elaboration presenting an argument about an issue from learning area content, which includes claims supported with evidence and examples, careful use of topic-specific vocabulary and selection of persuasive techniques appropriate to audience
- Elaboration setting goals for a presentation and monitoring development in a written or digital journal
They use and vary language features including topic-specific vocabulary and literary devices, and/or multimodal features and features of voice.
Content descriptorAC9E6LA01 Language
understand that language varies as levels of formality and social distance increase
Elaborations (3)
- Elaboration recognising language protocols for formal address; for example, words used to address principals, heads of state and monarchs
- Elaboration discussing levels of language such as slang, colloquial, conversational and formal, and how their appropriateness changes with the situation and audience
- Elaboration presenting ideas and opinions at levels of formality appropriate to the context and audience
Content descriptorAC9E6LA02 Language
understand the uses of objective and subjective language, and identify bias
Elaborations (3)
- Elaboration identifying language choices that evoke emotion and judgements in direct and indirect ways, and how they are used to persuade different audiences to take a position and/or action
- Elaboration understanding when to share feelings and opinions; for example, in a personal recount, and when to remain more objective; for example, in a factual recount
- Elaboration differentiating between reporting the facts; for example, in a factual recount or unedited photograph, and providing a commentary; for example, in an editorial
Content descriptorAC9E6LA03 Language
explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features
Elaborations (4)
- Elaboration exploring a range of everyday, community, literary and informative texts, discussing elements of text structure and language features, and comparing the overall structure and effect of authors’ choices in 2 or more texts
- Elaboration examining a text to identify strategies such as exaggeration to create humour
- Elaboration recognising that texts are organised into stages such as an introduction and that introductions may be divided into phases; for example, the introduction stage of a narrative may begin with a phase that is a “hook” or a flashback
- Elaboration explaining the characteristic stages and phases in reviews, discussions of alternative positions or historical recounts and identifying any adaptations of typical structures or language features
Content descriptorAC9E6LA07 Language
identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
Elaborations (3)
- Elaboration observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams and the flow of images in picture books
- Elaboration observing how concepts, information and relationships can be represented visually through tables, maps, graphs and diagrams
- Elaboration understanding that images and maps may be sensitive for First Nations Australians and ensuring that a disclaimer is applied or judgement is used about cultural appropriateness and sensitivities
Content descriptorAC9E6LA08 Language
identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole
Elaborations (3)
- Elaboration exploring how figurative language; for example, metaphors, personification and idioms, can be used to create vivid and less predictable shades of meaning
- Elaboration identifying authors’ use of vivid and emotive vocabulary in persuasive texts; for example, the vocabulary used in reviews
- Elaboration discussing texts, using vocabulary to name text structure, literary devices and language features; for example, using words that name the literary device used in a poem
Content descriptorAC9E6LE04 Literature
explain the way authors use sound and imagery to create meaning and effect in poetry
Elaborations (4)
- Elaboration explaining how imagery builds emotional connections and engagement with the story or theme
- Elaboration identifying the imagery used in narratives or poetry about First Nations Australians’ Country/Place
- Elaboration describing the effects of assonance, alliteration and onomatopoeia in a poem
- Elaboration explaining the effect of rhythm in ballads
Content descriptorAC9E6LE05 Literature
create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices
Elaborations (3)
- Elaboration creating narratives in written, spoken or multimodal/digital form adapting character; for example, reimagining the hero in an adventure story
- Elaboration creating an autobiography of a character from a text explored
- Elaboration discussing the setting in a literary text with a peer during the editing process, and experimenting with literary devices that may enhance the setting
Content descriptorAC9E6LY07 Literacy
plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features
Elaborations (4)
- 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 voice effects such as tone, volume, pitch and pace in formal presentations and recognising the effects these have on audience understanding
- Elaboration presenting an argument about an issue from learning area content, which includes claims supported with evidence and examples, careful use of topic-specific vocabulary and selection of persuasive techniques appropriate to audience
- Elaboration setting goals for a presentation and monitoring development in a written or digital journal
They read, view and comprehend different texts created to inform, influence and/or engage audiences.
Content descriptorAC9E6LA03 Language
explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features
Elaborations (4)
- Elaboration exploring a range of everyday, community, literary and informative texts, discussing elements of text structure and language features, and comparing the overall structure and effect of authors’ choices in 2 or more texts
- Elaboration examining a text to identify strategies such as exaggeration to create humour
- Elaboration recognising that texts are organised into stages such as an introduction and that introductions may be divided into phases; for example, the introduction stage of a narrative may begin with a phase that is a “hook” or a flashback
- Elaboration explaining the characteristic stages and phases in reviews, discussions of alternative positions or historical recounts and identifying any adaptations of typical structures or language features
Content descriptorAC9E6LA07 Language
identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
Elaborations (3)
- Elaboration observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams and the flow of images in picture books
- Elaboration observing how concepts, information and relationships can be represented visually through tables, maps, graphs and diagrams
- Elaboration understanding that images and maps may be sensitive for First Nations Australians and ensuring that a disclaimer is applied or judgement is used about cultural appropriateness and sensitivities
Content descriptorAC9E6LA08 Language
identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole
Elaborations (3)
- Elaboration exploring how figurative language; for example, metaphors, personification and idioms, can be used to create vivid and less predictable shades of meaning
- Elaboration identifying authors’ use of vivid and emotive vocabulary in persuasive texts; for example, the vocabulary used in reviews
- Elaboration discussing texts, using vocabulary to name text structure, literary devices and language features; for example, using words that name the literary device used in a poem
Content descriptorAC9E6LE01 Literature
identify responses to characters and events in literary texts, drawn from historical, social or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors
Elaborations (3)
- Elaboration discussing the influence historical, social and cultural experiences may have on the meaning of a text and attitudes towards characters, actions and events
- Elaboration sharing responses about how heroes are portrayed in science fiction or fantasy and more realistic settings
- Elaboration exploring reviews of Australian films
Content descriptorAC9E6LE02 Literature
identify similarities and differences in literary texts on similar topics, themes or plots
Elaborations (2)
- Elaboration exploring texts on a similar topic by authors with very different styles; for example, comparing fantasy quest novels or realistic novels on a specific theme
- Elaboration identifying differences in the use of narrator, narrative structure and voice, and language and visual features, between texts and determining how these influence readers or viewers
Content descriptorAC9E6LE03 Literature
identify and explain characteristics that define an author's individual style
Elaborations (3)
- Elaboration exploring 2 or more texts by the same author, identifying similarities; for example, subject or theme, characterisation, text structure, plot development, tone, vocabulary, voice, favoured grammatical structures and visual techniques in picture books, and determining the qualities that characterise an author's style
- Elaboration focusing on a First Nations Australian author and identifying characteristic elements of their writing; for example, images, theme and language
- Elaboration comparing similarities and differences between texts, including those by the same author or illustrator, and identifying the characteristics that define an author’s style; for example, comparing illustrations in picture books by the same illustrator, noting characteristic features
Content descriptorAC9E6LE04 Literature
explain the way authors use sound and imagery to create meaning and effect in poetry
Elaborations (4)
- Elaboration explaining how imagery builds emotional connections and engagement with the story or theme
- Elaboration identifying the imagery used in narratives or poetry about First Nations Australians’ Country/Place
- Elaboration describing the effects of assonance, alliteration and onomatopoeia in a poem
- Elaboration explaining the effect of rhythm in ballads
Content descriptorAC9E6LY01 Literacy
examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created
Elaborations (3)
- Elaboration identifying news reports of the same type of event over time and how they reflect their contexts
- Elaboration comparing advertising posters for animated children's films in different countries and explaining the impact of these choices on audience expectations of the film
- Elaboration identifying how advertisements for the same products reflect the context in which they were created
Content descriptorAC9E6LY03 Literacy
analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences
Elaborations (1)
- Elaboration comparing the structure and language features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic
Content descriptorAC9E6LY04 Literacy
select, navigate and read texts for a range of purposes, monitoring meaning and evaluating the use of structural features; for example, table of contents, glossary, chapters, headings and subheadings
Elaborations (3)
- Elaboration bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting, evaluating and using texts for their pertinence to the task and the accuracy of their information
- Elaboration using knowledge of text structure to navigate the text to locate specific literal content for a purpose
- Elaboration using research skills including locating texts, gathering and organising information, evaluating and using information
Content descriptorAC9E6LY05 Literacy
use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources
Elaborations (6)
- Elaboration making connections between the text and students’ own experience or other texts
- Elaboration making connections between information in print and images
- Elaboration using prior knowledge and textual information to make inferences
- Elaboration asking and answering questions
- Elaboration using graphic organisers to visualise connections, categories and hierarchies of information
- Elaboration summarising a text or part of a text
Content descriptorAC9E6LY08 Literacy
use phonic knowledge of common and less common grapheme–phoneme relationships to read and write increasingly complex words
Elaborations (1)
- Elaboration using phonic generalisations to read and write complex words with uncommon letter patterns; for example, “pneumonia”, “resuscitate” and “vegetation”
They identify similarities and differences in how ideas are presented and developed including through characters, settings and/or events, and how texts reflect contexts.
Content descriptorAC9E6LA03 Language
explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features
Elaborations (4)
- Elaboration exploring a range of everyday, community, literary and informative texts, discussing elements of text structure and language features, and comparing the overall structure and effect of authors’ choices in 2 or more texts
- Elaboration examining a text to identify strategies such as exaggeration to create humour
- Elaboration recognising that texts are organised into stages such as an introduction and that introductions may be divided into phases; for example, the introduction stage of a narrative may begin with a phase that is a “hook” or a flashback
- Elaboration explaining the characteristic stages and phases in reviews, discussions of alternative positions or historical recounts and identifying any adaptations of typical structures or language features
Content descriptorAC9E6LA05 Language
understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas
Elaborations (2)
- Elaboration investigating how the choice of conjunctions enables the construction of complex sentences to extend, to elaborate on and to explain ideas; for example, “The town that was flooded suffered extensive damage.”
- Elaboration creating complex sentences with embedded clauses to expand noun groups; for example, “Hamish studied the rock samples that he had collected on the excursion.”
Content descriptorAC9E6LA06 Language
understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups
Elaborations (3)
- Elaboration knowing that the simple present tense is typically used to talk about present states; for example, “He lives in Darwin.” or actions that happen regularly in the present; for example, “He watches television every night.” or that represent “timeless” happenings, in information reports; for example, “Bears hibernate in winter.”
- Elaboration knowing that there are various ways in English to refer to future time: using the auxiliary “will”; for example, “She will call you tomorrow.”, using the present tense; for example, “Tomorrow, I leave for Hobart.” and using adverbials of time; for example, “She arrives in the morning.”
- Elaboration using precise verbs; for example, “slice”, “dice”, “fillet” and “segment” rather than general words; for example, “cut”
Content descriptorAC9E6LA07 Language
identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
Elaborations (3)
- Elaboration observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams and the flow of images in picture books
- Elaboration observing how concepts, information and relationships can be represented visually through tables, maps, graphs and diagrams
- Elaboration understanding that images and maps may be sensitive for First Nations Australians and ensuring that a disclaimer is applied or judgement is used about cultural appropriateness and sensitivities
Content descriptorAC9E6LE01 Literature
identify responses to characters and events in literary texts, drawn from historical, social or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors
Elaborations (3)
- Elaboration discussing the influence historical, social and cultural experiences may have on the meaning of a text and attitudes towards characters, actions and events
- Elaboration sharing responses about how heroes are portrayed in science fiction or fantasy and more realistic settings
- Elaboration exploring reviews of Australian films
Content descriptorAC9E6LE02 Literature
identify similarities and differences in literary texts on similar topics, themes or plots
Elaborations (2)
- Elaboration exploring texts on a similar topic by authors with very different styles; for example, comparing fantasy quest novels or realistic novels on a specific theme
- Elaboration identifying differences in the use of narrator, narrative structure and voice, and language and visual features, between texts and determining how these influence readers or viewers
Content descriptorAC9E6LE03 Literature
identify and explain characteristics that define an author's individual style
Elaborations (3)
- Elaboration exploring 2 or more texts by the same author, identifying similarities; for example, subject or theme, characterisation, text structure, plot development, tone, vocabulary, voice, favoured grammatical structures and visual techniques in picture books, and determining the qualities that characterise an author's style
- Elaboration focusing on a First Nations Australian author and identifying characteristic elements of their writing; for example, images, theme and language
- Elaboration comparing similarities and differences between texts, including those by the same author or illustrator, and identifying the characteristics that define an author’s style; for example, comparing illustrations in picture books by the same illustrator, noting characteristic features
Content descriptorAC9E6LY01 Literacy
examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created
Elaborations (3)
- Elaboration identifying news reports of the same type of event over time and how they reflect their contexts
- Elaboration comparing advertising posters for animated children's films in different countries and explaining the impact of these choices on audience expectations of the film
- Elaboration identifying how advertisements for the same products reflect the context in which they were created
Content descriptorAC9E6LY03 Literacy
analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences
Elaborations (1)
- Elaboration comparing the structure and language features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic
They identify how texts have similar and different text structures to reflect purpose.
Content descriptorAC9E6LA03 Language
explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features
Elaborations (4)
- Elaboration exploring a range of everyday, community, literary and informative texts, discussing elements of text structure and language features, and comparing the overall structure and effect of authors’ choices in 2 or more texts
- Elaboration examining a text to identify strategies such as exaggeration to create humour
- Elaboration recognising that texts are organised into stages such as an introduction and that introductions may be divided into phases; for example, the introduction stage of a narrative may begin with a phase that is a “hook” or a flashback
- Elaboration explaining the characteristic stages and phases in reviews, discussions of alternative positions or historical recounts and identifying any adaptations of typical structures or language features
Content descriptorAC9E6LA04 Language
understand that cohesion can be created by the intentional use of repetition, and the use of word associations
Elaborations (2)
- Elaboration noting how a general word is often used for a more specific word already mentioned (word association); for example, “Look at those apples. Granny Smiths are my favourite.”
- Elaboration recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms
Content descriptorAC9E6LE02 Literature
identify similarities and differences in literary texts on similar topics, themes or plots
Elaborations (2)
- Elaboration exploring texts on a similar topic by authors with very different styles; for example, comparing fantasy quest novels or realistic novels on a specific theme
- Elaboration identifying differences in the use of narrator, narrative structure and voice, and language and visual features, between texts and determining how these influence readers or viewers
Content descriptorAC9E6LE03 Literature
identify and explain characteristics that define an author's individual style
Elaborations (3)
- Elaboration exploring 2 or more texts by the same author, identifying similarities; for example, subject or theme, characterisation, text structure, plot development, tone, vocabulary, voice, favoured grammatical structures and visual techniques in picture books, and determining the qualities that characterise an author's style
- Elaboration focusing on a First Nations Australian author and identifying characteristic elements of their writing; for example, images, theme and language
- Elaboration comparing similarities and differences between texts, including those by the same author or illustrator, and identifying the characteristics that define an author’s style; for example, comparing illustrations in picture books by the same illustrator, noting characteristic features
Content descriptorAC9E6LY01 Literacy
examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created
Elaborations (3)
- Elaboration identifying news reports of the same type of event over time and how they reflect their contexts
- Elaboration comparing advertising posters for animated children's films in different countries and explaining the impact of these choices on audience expectations of the film
- Elaboration identifying how advertisements for the same products reflect the context in which they were created
Content descriptorAC9E6LY03 Literacy
analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences
Elaborations (1)
- Elaboration comparing the structure and language features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic
Content descriptorAC9E6LY04 Literacy
select, navigate and read texts for a range of purposes, monitoring meaning and evaluating the use of structural features; for example, table of contents, glossary, chapters, headings and subheadings
Elaborations (3)
- Elaboration bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting, evaluating and using texts for their pertinence to the task and the accuracy of their information
- Elaboration using knowledge of text structure to navigate the text to locate specific literal content for a purpose
- Elaboration using research skills including locating texts, gathering and organising information, evaluating and using information
They explain how language features including literary devices, and visual features influence audiences.
Content descriptorAC9E6LA02 Language
understand the uses of objective and subjective language, and identify bias
Elaborations (3)
- Elaboration identifying language choices that evoke emotion and judgements in direct and indirect ways, and how they are used to persuade different audiences to take a position and/or action
- Elaboration understanding when to share feelings and opinions; for example, in a personal recount, and when to remain more objective; for example, in a factual recount
- Elaboration differentiating between reporting the facts; for example, in a factual recount or unedited photograph, and providing a commentary; for example, in an editorial
Content descriptorAC9E6LA03 Language
explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features
Elaborations (4)
- Elaboration exploring a range of everyday, community, literary and informative texts, discussing elements of text structure and language features, and comparing the overall structure and effect of authors’ choices in 2 or more texts
- Elaboration examining a text to identify strategies such as exaggeration to create humour
- Elaboration recognising that texts are organised into stages such as an introduction and that introductions may be divided into phases; for example, the introduction stage of a narrative may begin with a phase that is a “hook” or a flashback
- Elaboration explaining the characteristic stages and phases in reviews, discussions of alternative positions or historical recounts and identifying any adaptations of typical structures or language features
Content descriptorAC9E6LA05 Language
understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas
Elaborations (2)
- Elaboration investigating how the choice of conjunctions enables the construction of complex sentences to extend, to elaborate on and to explain ideas; for example, “The town that was flooded suffered extensive damage.”
- Elaboration creating complex sentences with embedded clauses to expand noun groups; for example, “Hamish studied the rock samples that he had collected on the excursion.”
Content descriptorAC9E6LA06 Language
understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups
Elaborations (3)
- Elaboration knowing that the simple present tense is typically used to talk about present states; for example, “He lives in Darwin.” or actions that happen regularly in the present; for example, “He watches television every night.” or that represent “timeless” happenings, in information reports; for example, “Bears hibernate in winter.”
- Elaboration knowing that there are various ways in English to refer to future time: using the auxiliary “will”; for example, “She will call you tomorrow.”, using the present tense; for example, “Tomorrow, I leave for Hobart.” and using adverbials of time; for example, “She arrives in the morning.”
- Elaboration using precise verbs; for example, “slice”, “dice”, “fillet” and “segment” rather than general words; for example, “cut”
Content descriptorAC9E6LA07 Language
identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
Elaborations (3)
- Elaboration observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams and the flow of images in picture books
- Elaboration observing how concepts, information and relationships can be represented visually through tables, maps, graphs and diagrams
- Elaboration understanding that images and maps may be sensitive for First Nations Australians and ensuring that a disclaimer is applied or judgement is used about cultural appropriateness and sensitivities
Content descriptorAC9E6LA08 Language
identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole
Elaborations (3)
- Elaboration exploring how figurative language; for example, metaphors, personification and idioms, can be used to create vivid and less predictable shades of meaning
- Elaboration identifying authors’ use of vivid and emotive vocabulary in persuasive texts; for example, the vocabulary used in reviews
- Elaboration discussing texts, using vocabulary to name text structure, literary devices and language features; for example, using words that name the literary device used in a poem
Content descriptorAC9E6LA09 Language
understand how to use the comma for lists, to separate a dependent clause from an independent clause, and in dialogue
Elaborations (2)
- Elaboration identifying different uses of commas such as commas and conjunctions between independent clauses in compound sentences
- Elaboration using commas in dialogue; for example, Ben said, "I want pie, peas, carrots and chips for dinner, followed by ice cream for dessert, please."
Content descriptorAC9E6LE02 Literature
identify similarities and differences in literary texts on similar topics, themes or plots
Elaborations (2)
- Elaboration exploring texts on a similar topic by authors with very different styles; for example, comparing fantasy quest novels or realistic novels on a specific theme
- Elaboration identifying differences in the use of narrator, narrative structure and voice, and language and visual features, between texts and determining how these influence readers or viewers
Content descriptorAC9E6LE03 Literature
identify and explain characteristics that define an author's individual style
Elaborations (3)
- Elaboration exploring 2 or more texts by the same author, identifying similarities; for example, subject or theme, characterisation, text structure, plot development, tone, vocabulary, voice, favoured grammatical structures and visual techniques in picture books, and determining the qualities that characterise an author's style
- Elaboration focusing on a First Nations Australian author and identifying characteristic elements of their writing; for example, images, theme and language
- Elaboration comparing similarities and differences between texts, including those by the same author or illustrator, and identifying the characteristics that define an author’s style; for example, comparing illustrations in picture books by the same illustrator, noting characteristic features
Content descriptorAC9E6LE04 Literature
explain the way authors use sound and imagery to create meaning and effect in poetry
Elaborations (4)
- Elaboration explaining how imagery builds emotional connections and engagement with the story or theme
- Elaboration identifying the imagery used in narratives or poetry about First Nations Australians’ Country/Place
- Elaboration describing the effects of assonance, alliteration and onomatopoeia in a poem
- Elaboration explaining the effect of rhythm in ballads
Content descriptorAC9E6LY01 Literacy
examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created
Elaborations (3)
- Elaboration identifying news reports of the same type of event over time and how they reflect their contexts
- Elaboration comparing advertising posters for animated children's films in different countries and explaining the impact of these choices on audience expectations of the film
- Elaboration identifying how advertisements for the same products reflect the context in which they were created
Content descriptorAC9E6LY03 Literacy
analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences
Elaborations (1)
- Elaboration comparing the structure and language features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic
They create written and/or multimodal texts, including literary texts, for particular purposes and audiences, developing, explaining and elaborating on relevant ideas from topics or texts.
Content descriptorAC9E6LA05 Language
understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas
Elaborations (2)
- Elaboration investigating how the choice of conjunctions enables the construction of complex sentences to extend, to elaborate on and to explain ideas; for example, “The town that was flooded suffered extensive damage.”
- Elaboration creating complex sentences with embedded clauses to expand noun groups; for example, “Hamish studied the rock samples that he had collected on the excursion.”
Content descriptorAC9E6LA06 Language
understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups
Elaborations (3)
- Elaboration knowing that the simple present tense is typically used to talk about present states; for example, “He lives in Darwin.” or actions that happen regularly in the present; for example, “He watches television every night.” or that represent “timeless” happenings, in information reports; for example, “Bears hibernate in winter.”
- Elaboration knowing that there are various ways in English to refer to future time: using the auxiliary “will”; for example, “She will call you tomorrow.”, using the present tense; for example, “Tomorrow, I leave for Hobart.” and using adverbials of time; for example, “She arrives in the morning.”
- Elaboration using precise verbs; for example, “slice”, “dice”, “fillet” and “segment” rather than general words; for example, “cut”
Content descriptorAC9E6LA07 Language
identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
Elaborations (3)
- Elaboration observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams and the flow of images in picture books
- Elaboration observing how concepts, information and relationships can be represented visually through tables, maps, graphs and diagrams
- Elaboration understanding that images and maps may be sensitive for First Nations Australians and ensuring that a disclaimer is applied or judgement is used about cultural appropriateness and sensitivities
Content descriptorAC9E6LA08 Language
identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole
Elaborations (3)
- Elaboration exploring how figurative language; for example, metaphors, personification and idioms, can be used to create vivid and less predictable shades of meaning
- Elaboration identifying authors’ use of vivid and emotive vocabulary in persuasive texts; for example, the vocabulary used in reviews
- Elaboration discussing texts, using vocabulary to name text structure, literary devices and language features; for example, using words that name the literary device used in a poem
Content descriptorAC9E6LA09 Language
understand how to use the comma for lists, to separate a dependent clause from an independent clause, and in dialogue
Elaborations (2)
- Elaboration identifying different uses of commas such as commas and conjunctions between independent clauses in compound sentences
- Elaboration using commas in dialogue; for example, Ben said, "I want pie, peas, carrots and chips for dinner, followed by ice cream for dessert, please."
Content descriptorAC9E6LE05 Literature
create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices
Elaborations (3)
- Elaboration creating narratives in written, spoken or multimodal/digital form adapting character; for example, reimagining the hero in an adventure story
- Elaboration creating an autobiography of a character from a text explored
- Elaboration discussing the setting in a literary text with a peer during the editing process, and experimenting with literary devices that may enhance the setting
Content descriptorAC9E6LY06 Literacy
plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
Elaborations (4)
- Elaboration creating informative texts for 2 different audiences that explore a topic using text structure and language features for the identified audiences, noting the changes required to appeal to each audience
- Elaboration using rhetorical devices, images and modal verbs for persuasive effects, for an identified audience
- Elaboration selecting and combining digital tools to create texts
- Elaboration re-reading and editing their own and others’ work using negotiated criteria for text structure, meaning and accuracy of grammar, spelling and punctuation, and explaining editing choices as required
They use text structures and vary paragraphs to organise, develop and link ideas.
Content descriptorAC9E6LA03 Language
explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features
Elaborations (4)
- Elaboration exploring a range of everyday, community, literary and informative texts, discussing elements of text structure and language features, and comparing the overall structure and effect of authors’ choices in 2 or more texts
- Elaboration examining a text to identify strategies such as exaggeration to create humour
- Elaboration recognising that texts are organised into stages such as an introduction and that introductions may be divided into phases; for example, the introduction stage of a narrative may begin with a phase that is a “hook” or a flashback
- Elaboration explaining the characteristic stages and phases in reviews, discussions of alternative positions or historical recounts and identifying any adaptations of typical structures or language features
Content descriptorAC9E6LA04 Language
understand that cohesion can be created by the intentional use of repetition, and the use of word associations
Elaborations (2)
- Elaboration noting how a general word is often used for a more specific word already mentioned (word association); for example, “Look at those apples. Granny Smiths are my favourite.”
- Elaboration recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms
Content descriptorAC9E6LE05 Literature
create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices
Elaborations (3)
- Elaboration creating narratives in written, spoken or multimodal/digital form adapting character; for example, reimagining the hero in an adventure story
- Elaboration creating an autobiography of a character from a text explored
- Elaboration discussing the setting in a literary text with a peer during the editing process, and experimenting with literary devices that may enhance the setting
Content descriptorAC9E6LY06 Literacy
plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
Elaborations (4)
- Elaboration creating informative texts for 2 different audiences that explore a topic using text structure and language features for the identified audiences, noting the changes required to appeal to each audience
- Elaboration using rhetorical devices, images and modal verbs for persuasive effects, for an identified audience
- Elaboration selecting and combining digital tools to create texts
- Elaboration re-reading and editing their own and others’ work using negotiated criteria for text structure, meaning and accuracy of grammar, spelling and punctuation, and explaining editing choices as required
They use and vary language features including sentence structures, topic-specific vocabulary and literary devices, and/or multimodal features.
Content descriptorAC9E6LA03 Language
explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features
Elaborations (4)
- Elaboration exploring a range of everyday, community, literary and informative texts, discussing elements of text structure and language features, and comparing the overall structure and effect of authors’ choices in 2 or more texts
- Elaboration examining a text to identify strategies such as exaggeration to create humour
- Elaboration recognising that texts are organised into stages such as an introduction and that introductions may be divided into phases; for example, the introduction stage of a narrative may begin with a phase that is a “hook” or a flashback
- Elaboration explaining the characteristic stages and phases in reviews, discussions of alternative positions or historical recounts and identifying any adaptations of typical structures or language features
Content descriptorAC9E6LA05 Language
understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas
Elaborations (2)
- Elaboration investigating how the choice of conjunctions enables the construction of complex sentences to extend, to elaborate on and to explain ideas; for example, “The town that was flooded suffered extensive damage.”
- Elaboration creating complex sentences with embedded clauses to expand noun groups; for example, “Hamish studied the rock samples that he had collected on the excursion.”
Content descriptorAC9E6LA06 Language
understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups
Elaborations (3)
- Elaboration knowing that the simple present tense is typically used to talk about present states; for example, “He lives in Darwin.” or actions that happen regularly in the present; for example, “He watches television every night.” or that represent “timeless” happenings, in information reports; for example, “Bears hibernate in winter.”
- Elaboration knowing that there are various ways in English to refer to future time: using the auxiliary “will”; for example, “She will call you tomorrow.”, using the present tense; for example, “Tomorrow, I leave for Hobart.” and using adverbials of time; for example, “She arrives in the morning.”
- Elaboration using precise verbs; for example, “slice”, “dice”, “fillet” and “segment” rather than general words; for example, “cut”
Content descriptorAC9E6LA07 Language
identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
Elaborations (3)
- Elaboration observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams and the flow of images in picture books
- Elaboration observing how concepts, information and relationships can be represented visually through tables, maps, graphs and diagrams
- Elaboration understanding that images and maps may be sensitive for First Nations Australians and ensuring that a disclaimer is applied or judgement is used about cultural appropriateness and sensitivities
Content descriptorAC9E6LA08 Language
identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole
Elaborations (3)
- Elaboration exploring how figurative language; for example, metaphors, personification and idioms, can be used to create vivid and less predictable shades of meaning
- Elaboration identifying authors’ use of vivid and emotive vocabulary in persuasive texts; for example, the vocabulary used in reviews
- Elaboration discussing texts, using vocabulary to name text structure, literary devices and language features; for example, using words that name the literary device used in a poem
Content descriptorAC9E6LA09 Language
understand how to use the comma for lists, to separate a dependent clause from an independent clause, and in dialogue
Elaborations (2)
- Elaboration identifying different uses of commas such as commas and conjunctions between independent clauses in compound sentences
- Elaboration using commas in dialogue; for example, Ben said, "I want pie, peas, carrots and chips for dinner, followed by ice cream for dessert, please."
Content descriptorAC9E6LE05 Literature
create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices
Elaborations (3)
- Elaboration creating narratives in written, spoken or multimodal/digital form adapting character; for example, reimagining the hero in an adventure story
- Elaboration creating an autobiography of a character from a text explored
- Elaboration discussing the setting in a literary text with a peer during the editing process, and experimenting with literary devices that may enhance the setting
Content descriptorAC9E6LY06 Literacy
plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
Elaborations (4)
- Elaboration creating informative texts for 2 different audiences that explore a topic using text structure and language features for the identified audiences, noting the changes required to appeal to each audience
- Elaboration using rhetorical devices, images and modal verbs for persuasive effects, for an identified audience
- Elaboration selecting and combining digital tools to create texts
- Elaboration re-reading and editing their own and others’ work using negotiated criteria for text structure, meaning and accuracy of grammar, spelling and punctuation, and explaining editing choices as required
They spell using phonic, morphemic and grammatical knowledge.
Content descriptorAC9E6LY08 Literacy
use phonic knowledge of common and less common grapheme–phoneme relationships to read and write increasingly complex words
Elaborations (1)
- Elaboration using phonic generalisations to read and write complex words with uncommon letter patterns; for example, “pneumonia”, “resuscitate” and “vegetation”
Content descriptorAC9E6LY09 Literacy
use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words
Elaborations (6)
- Elaboration using a dictionary to explore and using knowledge of word origins, including some Greek roots, to spell words; for example, the Greek root “ath” meaning “contest” or “outstanding skill”, “pent” meaning the number 5 and “dec” meaning the number 10 inform the spelling and meaning of the words “athlete”, “pentathlon” and “decathlon”
- Elaboration applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words; for example, “ratio” and “synthesis”
- Elaboration expanding knowledge of prefixes and suffixes, and exploring meaning relationships between words; for example, “disappearance”, “submarine”, “subterranean”, “poisonous” and “nervous”
- Elaboration applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words; for example, knowing how and why these words are spelt as follows: “reliability”, “handkerchief”, “receive”, “lollies”, “trolleys”, “climbing”, “designed” and “emergency”
- Elaboration spelling technical words by applying morphemic knowledge; for example, “metaphorical”, “biology” and “biodegradable”
- Elaboration investigating the meanings of words in languages of First Nations Australians using dictionaries or online resources from state libraries or universities
This achievement standard describes the expected learning for Year 6 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 | 6 |
| Language | Text structure and organisation | 2 | 6 |
| Language | Language for expressing and developing ideas | 5 | 13 |
| Literature | Literature and contexts | 1 | 3 |
| Literature | Engaging with and responding to literature | 1 | 2 |
| Literature | Examining literature | 2 | 7 |
| Literature | Creating literature | 1 | 3 |
| Literacy | Texts in context | 1 | 3 |
| Literacy | Interacting with others | 1 | 3 |
| Literacy | Analysing, interpreting and evaluating | 3 | 10 |
| Literacy | Creating texts | 2 | 8 |
| Literacy | Phonic and word knowledge | 2 | 7 |
| Total | 23 | 71 | |