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Year 6 English Achievement Standard – Australian Curriculum v9
Year 6 English ASENGY6

Year 6 English Achievement Standard – Australian Curriculum v9

This Achievement Standard describes what students are expected to know and do in Year 6 English by the end of the year. Teachers can use it to guide assessment design, collect evidence of learning, and ensure planning stays aligned with the Australian Curriculum v9.

What Students Should Know

By the end of Year 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.

Content Descriptors by Strand

This standard is supported by 23 Content Descriptors:

Language

Language for interacting with others

AC9E6LA01 understand that language varies as levels of formality and social distance increase AC9E6LA02 understand the uses of objective and subjective language, and identify bias

Text structure and organisation

AC9E6LA03 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 AC9E6LA04 understand that cohesion can be created by the intentional use of repetition, and the use of word associations

Language for expressing and developing ideas

AC9E6LA05 understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas AC9E6LA06 understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups AC9E6LA07 identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning AC9E6LA08 identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole AC9E6LA09 understand how to use the comma for lists, to separate a dependent clause from an independent clause, and in dialogue

Literature

Literature and contexts

AC9E6LE01 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

Engaging with and responding to literature

AC9E6LE02 identify similarities and differences in literary texts on similar topics, themes or plots

Examining literature

AC9E6LE03 identify and explain characteristics that define an author's individual style AC9E6LE04 explain the way authors use sound and imagery to create meaning and effect in poetry

Creating literature

AC9E6LE05 create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices

Literacy

Texts in context

AC9E6LY01 examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created

Interacting with others

AC9E6LY02 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

Analysing, interpreting and evaluating

AC9E6LY03 analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences AC9E6LY04 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 AC9E6LY05 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

Creating texts

AC9E6LY06 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 AC9E6LY07 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

Phonic and word knowledge

AC9E6LY08 use phonic knowledge of common and less common grapheme–phoneme relationships to read and write increasingly complex words AC9E6LY09 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

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

Frequently Asked Questions

What should students know by the end of Year 6 English?
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.
How many Content Descriptors support this standard?
23 Content Descriptors support this Achievement Standard (Language: 2, Language: 2, Language: 5, Literature: 1, Literature: 1, Literature: 2, Literature: 1, Literacy: 1, Literacy: 1, Literacy: 3, Literacy: 2, Literacy: 2).
How does this compare to Year 5?
The Year 5 English standard (ASENGY5) covers the preceding year level. Standards build progressively, with Year 6 expectations extending what was introduced in Year 5.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.