Australian
Academic Guidelines

Language variation and change
Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)

Language for social interactions
Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)

Evaluative Language
Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

Purpose audience and structures of different types of texts
Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Text cohesion
Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

Punctuation
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

Concepts of print and screen
Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)

Sentences and clause-level grammar
Understand that the meaning of sentences can be enriched through the use of noun groups/ phrases and verb groups/ phrases and prepositional phrases (ACELA1493) Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)

Word-level grammar
Understand how adverb groups/ phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)

Visual language
Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)

Vocabulary
Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)

Alphabet and phonic knowledge
Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes (ACELA1828)

Spelling
Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words (ACELA1779)
Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780)

How texts reflect the context of culture and situation in which they are created
Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)

Personal responses to the ideas, characters and viewpoints in texts
Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

Expressing preferences and evaluating texts
Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

Features of literary texts
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)

Language devices in literary texts, including figurative language
Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)

Creating literary texts
Create literary texts that explore students’ own experiences and imagining (ACELT1607)

Experimentation and adaptation
Create literary texts by developing storylines, characters and settings (ACELT1794)

Texts and the contexts in which they are used
Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)

Listening and speaking interactions
Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)

Listening and speaking interactions
Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)

Oral presentations
Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

Purpose and audience
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

Reading processes
Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)

Comprehension strategies
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)

Creating texts
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Editing
Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

Handwriting
Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)

Use of software
Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

Language variation and change
Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)

Language for social interactions
Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)

Evaluative Language
Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)

Purpose audience and structures of different types of texts
Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)

Text cohesion
Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)

Punctuation
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)

Concepts of print and screen
Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)

Sentences and clause-level grammar
Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507)

Word-level grammar
Understand how noun groups/ phrases and adjective groups/ phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)

Visual language
Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511)

Vocabulary
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

Alphabet and phonic knowledge
Understand how to use phonic knowledge to read and write less familiar words that share common letter patterns but have different pronunciations (ACELA1829)

Spelling
Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words (ACELA1513)
Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word (ACELA1514)

How texts reflect the context of culture and situation in which they are created
Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

Personal responses to the ideas, characters and viewpoints in texts
Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)

Expressing preferences and evaluating texts
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)

Features of literary texts
Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)

Language devices in literary texts, including figurative language
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)

Creating literary texts
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)

Experimentation and adaptation
Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)

Texts and the contexts in which they are used
Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)

Listening and speaking interactions
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)

Listening and speaking interactions
Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

Oral presentations
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)

Purpose and audience
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)

Reading processes
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)

Comprehension strategies
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

Creating texts
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)

Editing
Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705)

Handwriting
Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)

Use of software
Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

Language variation and change
Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)

Language for social interactions
Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)

Evaluative Language
Understand the uses of objective and subjective language and bias (ACELA1517)

Purpose audience and structures of different types of texts
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)

Text cohesion
Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)

Punctuation
Understand the use of commas to separate clauses (ACELA1521)

Sentences and clause-level grammar
Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)

Word-level grammar
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)

Visual language
Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)

Vocabulary
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

Alphabet and phonic knowledge
Understand how to use phonic knowledge and accumulated understandings about blending, letter-sound relationships, common and uncommon letter patterns and phonic generalisations to read and write increasingly complex words (ACELA1830)

Spelling
Understand how to 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 (ACELA1526)

How texts reflect the context of culture and situation in which they are created
Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)

Personal responses to the ideas, characters and viewpoints in texts
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)

Expressing preferences and evaluating texts
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)

Features of literary texts
Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)

Language devices in literary texts, including figurative language
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)

Creating literary texts
Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)

Experimentation and adaptation
Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)

Texts and the contexts in which they are used
Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)

Listening and speaking interactions
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

Listening and speaking interactions
Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

Oral presentations
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

Purpose and audience
Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)

Reading processes
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELT1712)

Comprehension strategies
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

Analysing and evaluating texts
Analyse strategies authors use to influence readers (ACELY1801)

Creating texts
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Editing
Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)

Handwriting
Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716)

Use of software
Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

Language variation and change
Understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return (ACELA1540)

Language for social interactions
Understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1541)

Evaluative Language
Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542)

Purpose audience and structures of different types of texts
Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1543)

Text cohesion
Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)
Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives (ACELA1809)

Punctuation
Understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts (ACELA1544)

Sentences and clause-level grammar
Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause (ACELA1545)

Word-level grammar
Understand the effect of nominalisation in the writing of informative and persuasive texts (ACELA1546)

Visual language
Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)

Vocabulary
Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547)

Alphabet and phonic knowledge
From Year 7 onwards, knowledge about alphabet and phonic knowledge will continue to be applied when reading, writing and spelling

Spelling
Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations (ACELA1549)

How texts reflect the context of culture and situation in which they are created
Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)
Explore the interconnectedness of Country/Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)

Personal responses to the ideas, characters and viewpoints in texts
Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627)

Expressing preferences and evaluating texts
Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)
Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

Features of literary texts
Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities (ACELT1629)

Language devices in literary texts, including figurative language
Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)
Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)

Creating literary texts
Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768)

Experimentation and adaptation
Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)

Texts and the contexts in which they are used
Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication (ACELY1729)

Listening and speaking interactions
Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)

Listening and speaking interactions
Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)

Oral presentations
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)

Purpose and audience
Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text (ACELY1732)

Reading processes
Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)

Comprehension strategies
Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (ACELY1734)

Analysing and evaluating texts
Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)

Creating texts
Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)

Editing
Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)

Handwriting
This sequence ends at this year level

Use of software
Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)

Language variation and change
Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating (ACELA1528)

Language for social interactions
Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA1529)

Evaluative Language
Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782)

Purpose audience and structures of different types of texts
Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531)

Text cohesion
Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)

Punctuation
Understand the use of punctuation to support meaning in complex sentences with prepositional phrases and embedded clauses (ACELA1532)

Sentences and clause-level grammar
Recognise and understand that subordinate clauses embedded within noun groups/ phrases are a common feature of written sentence structures and increase the density of information (ACELA 1534)

Word-level grammar
Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536)

Visual language
Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)

Vocabulary
Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537)

Alphabet and phonic knowledge
From Year 7 onwards, knowledge about alphabet and phonic knowledge will continue to be applied when reading, writing and spelling

Spelling
Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them (ACELA1539)

How texts reflect the context of culture and situation in which they are created
Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Personal responses to the ideas, characters and viewpoints in texts
Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Expressing preferences and evaluating texts
Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)
Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)

Features of literary texts
Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)

Language devices in literary texts, including figurative language
Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)

Creating literary texts
Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)

Experimentation and adaptation
Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)

Texts and the contexts in which they are used
Analyse and explain the effect of technological innovations on texts, particularly media texts (ACELY1765)

Listening and speaking interactions
Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition(ACELY1719)

Listening and speaking interactions
Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)

Oral presentations
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)

Purpose and audience
Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)

Reading processes
Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

Comprehension strategies
Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)

Analysing and evaluating texts
Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)

Creating texts
Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Editing
Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)

Handwriting
Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727)

Use of software
Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)

Language variation and change
Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing (ACELA1550)

Language for social interactions
Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551)

Evaluative Language
Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor (ACELA1552)

Purpose audience and structures of different types of texts
Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)

Text cohesion
Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)

Punctuation
Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)

Sentences and clause-level grammar
Explain how authors creatively use the structures of sentences and clauses for particular effects (ACELA1557)

Word-level grammar
Understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of text (ACELA1559)

Visual language
Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning (ACELA1560)

Vocabulary
Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561)

Alphabet and phonic knowledge
From Year 7 onwards, knowledge about alphabet and phonic knowledge will continue to be applied when reading, writing and spelling

Spelling
Understand how spelling is used creatively in texts for particular effects, for example characterisation and humour and to represent accents and styles of speech (ACELA1562)

How texts reflect the context of culture and situation in which they are created
Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)

Personal responses to the ideas, characters and viewpoints in texts
Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771)

Expressing preferences and evaluating texts
Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context (ACELT1634)
Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)

Features of literary texts
Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style (ACELT1636)

Language devices in literary texts, including figurative language
Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes (ACELT1637)
Analyse text structures and language features of literary texts, and make relevant comparisons with other texts (ACELT1772)

Creating literary texts
Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation (ACELT1773)

Experimentation and adaptation
Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlink (ACELT1638)

Texts and the contexts in which they are used
Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)

Listening and speaking interactions
Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)

Listening and speaking interactions
Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)

Oral presentations
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)

Purpose and audience
Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)

Reading processes
Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (ACELY1743)

Comprehension strategies
Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)

Analysing and evaluating texts
Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)

Creating texts
Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Editing
Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747)

Handwriting
This sequence ends at this year level

Use of software
Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)