Year 7
English
ASENGY7
Year 7 English Achievement Standard – Australian Curriculum v9
This Achievement Standard describes what students are expected to know and do in Year 7 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 7, students interact with others, and listen to and create spoken and/or multimodal texts including literary texts. With different purposes and for audiences, they discuss, express and expand ideas with evidence. They adopt text structures to organise, develop and link ideas. They adopt language features including 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 identify how ideas are portrayed and how texts are influenced by contexts. They identify the aesthetic qualities of texts. They identify how text structures, language features including literary devices and visual features shape meaning.
They create written and/or multimodal texts, including literary texts, for different purposes and audiences, expressing and expanding on ideas with evidence. They adopt text structures to organise, develop and link ideas. They adopt language features including literary devices, and/or multimodal features.
Content Descriptors by Strand
This standard is supported by 24 Content Descriptors:
Language
Language for interacting with others
AC9E7LA01 understand how language expresses and creates personal and social identities AC9E7LA02 recognise language used to evaluate texts including visual and multimodal texts, and how evaluations of a text can be substantiated by reference to the text and other sourcesText structure and organisation
AC9E7LA03 identify and describe how texts are structured differently depending on their purpose and how language features vary in texts AC9E7LA04 understand that the cohesion of texts relies on devices that signal structure and guide readers, such as overviews and initial and concluding paragraphsLanguage for expressing and developing ideas
AC9E7LA05 understand how complex and compound-complex sentences can be used to elaborate, extend and explain ideas AC9E7LA06 understand how consistency of tense through verbs and verb groups achieves clarity in sentences AC9E7LA07 analyse how techniques such as vectors, angle and/or social distance in visual texts can be used to create a perspective AC9E7LA08 investigate the role of vocabulary in building specialist and technical knowledge, including terms that have both everyday and technical meanings AC9E7LA09 understand the use of punctuation including colons and brackets to support meaningLiterature
Literature and contexts
AC9E7LE01 identify and explore ideas, points of view, characters, events and/or issues in literary texts, drawn from historical, social and/or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authorsEngaging with and responding to literature
AC9E7LE02 form an opinion about characters, settings and events in texts, identifying areas of agreement and difference with others’ opinions and justifying a response AC9E7LE03 explain the ways that literary devices and language features such as dialogue, and images are used to create character, and to influence emotions and opinions in different types of texts AC9E7LE04 discuss the aesthetic and social value of literary texts using relevant and appropriate metalanguageExamining literature
AC9E7LE05 identify and explain the ways that characters, settings and events combine to create meaning in narratives AC9E7LE06 identify and explain how literary devices create layers of meaning in texts including poetryCreating literature
AC9E7LE07 create and edit literary texts that experiment with language features and literary devices encountered in textsLiteracy
Texts in context
AC9E7LY01 explain the effect of current technology on reading, creating and responding to texts including media textsInteracting with others
AC9E7LY02 use interaction skills when discussing and presenting ideas and information including evaluations of the features of spoken textsAnalysing, interpreting and evaluating
AC9E7LY03 analyse the ways in which language features shape meaning and vary according to audience and purpose AC9E7LY04 explain the structure of ideas such as the use of taxonomies, cause and effect, extended metaphors and chronology AC9E7LY05 use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to analyse and summarise information and ideasCreating texts
AC9E7LY06 plan, create, edit and publish written and multimodal texts, selecting subject matter, and using text structures, language features, literary devices and visual features as appropriate to convey information, ideas and opinions in ways that may be imaginative, reflective, informative, persuasive and/or analytical AC9E7LY07 plan, create, rehearse and deliver presentations for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical, by selecting text structures, language features, literary devices and visual features, and using features of voice including volume, tone, pitch and paceWord knowledge
AC9E7LY08 understand how to use spelling rules and word origins; for example, Greek and Latin roots, base words, suffixes, prefixes and spelling patterns to learn new words and how to spell themAt a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Language | Language for interacting with others | 2 | 5 |
| Language | Text structure and organisation | 2 | 5 |
| Language | Language for expressing and developing ideas | 5 | 11 |
| Literature | Literature and contexts | 1 | 4 |
| Literature | Engaging with and responding to literature | 3 | 6 |
| Literature | Examining literature | 2 | 4 |
| Literature | Creating literature | 1 | 6 |
| Literacy | Texts in context | 1 | 3 |
| Literacy | Interacting with others | 1 | 5 |
| Literacy | Analysing, interpreting and evaluating | 3 | 6 |
| Literacy | Creating texts | 2 | 8 |
| Literacy | Word knowledge | 1 | 0 |
| Total | 24 | 63 | |
Frequently Asked Questions
What should students know by the end of Year 7 English?
By the end of Year 7, students interact with others, and listen to and create spoken and/or multimodal texts including literary texts. With different purposes and for audiences, they discuss, express and expand ideas with evidence. They adopt text structures to organise, develop and link ideas. They adopt language features including 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 identify how ideas are portrayed and how texts are influenced by contexts. They identify the aesthetic qualities of texts. They identify how text structures, language features including literary devices and visual features shape meaning.
They create written and/or multimodal texts, including literary texts, for different purposes and audiences, expressing and expanding on ideas with evidence. They adopt text structures to organise, develop and link ideas. They adopt language features including literary devices, and/or multimodal features.
How many Content Descriptors support this standard?
24 Content Descriptors support this Achievement Standard (Language: 2, Language: 2, Language: 5, Literature: 1, Literature: 3, Literature: 2, Literature: 1, Literacy: 1, Literacy: 1, Literacy: 3, Literacy: 2, Literacy: 1).
How does this compare to Year 6?
The Year 6 English standard (ASENGY6) covers the preceding year level. Standards build progressively, with Year 7 expectations extending what was introduced in Year 6.
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.