Year 5 English — AC v9
All 24 content descriptions for Year 5 English in the Australian Curriculum Version 9, grouped by strand — each one links to its own page, and TeachKoala can turn any of them into a complete lesson (your first is free).
Achievement standard (what coverage means)
- •For particular purposes and audiences, they share, develop and expand on ideas and opinions, using supporting details from topics or texts.
- •They explain how characteristic text structures support the purpose of texts.
- •They explain how language features including literary devices, and visual features contribute to the effect and meaning of a text.
- •They use language features including complex sentences, tenses, topic-specific vocabulary and literary devices, and/or multimodal features.
- •They use language features including topic-specific vocabulary and literary devices, and/or multimodal features and features of voice.
- •They read, view and comprehend texts created to inform, influence and/or engage audiences.
- •By the end of Year 5, students interact with others, and listen to and create spoken and/or multimodal texts including literary texts.
- •They use different text structures to organise, develop and link ideas.
- •They create written and/or multimodal texts, including literary texts, for particular purposes and audiences, developing and expanding on ideas with supporting details from topics or texts.
- •They spell using phonic, morphemic and grammatical knowledge.
- •They explain how ideas are developed including through characters, settings and/or events, and how texts reflect contexts.
- •They use paragraphs to organise, develop and link ideas.
- AC9E5LA01understand that language is selected for social contexts and that it helps to signal social roles and relationships
- AC9E5LA02understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources
- AC9E5LA03describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts
- AC9E5LA04understand how texts can be made cohesive by using the starting point of a sentence or paragraph to give prominence to the message and to guide the reader through the text
- AC9E5LA05understand that the structure of a complex sentence includes a main clause and at least one dependent clause, and understand how writers can use this structure for effect
- AC9E5LA06understand how noun groups can be expanded in a variety of ways to provide a fuller description of a person, place, thing or idea
- AC9E5LA07explain how the sequence of images in print, digital and film texts has an effect on meaning
- AC9E5LA08understand how vocabulary is used to express greater precision of meaning, including through the use of specialist and technical terms, and explore the history of words
- AC9E5LA09use commas to indicate prepositional phrases, and apostrophes where there is multiple possession
- AC9E5LE01identify aspects of literary texts that represent details or information about historical, social and cultural contexts in literature by First Nations Australian, and wide-ranging Australian and world authors
- AC9E5LE02present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of others
- AC9E5LE03recognise that the point of view in a literary text influences how readers interpret and respond to events and characters
- AC9E5LE04examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs
- AC9E5LE05create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
- AC9E5LY01describe the ways in which a text reflects the time and place in which it was created
- AC9E5LY02use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea
- AC9E5LY03explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
- AC9E5LY04navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming
- AC9E5LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
- AC9E5LY06plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation
- AC9E5LY07plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features
- AC9E5LY08use phonic, morphemic and vocabulary knowledge to read and spell words that share common letter patterns but have different pronunciations
- AC9E5LY09build and spell new words from knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations
- AC9E5LY10explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word
Free download
The Year 5 English planning scaffold
A one-page planning sheet with the official achievement standard, every content description grouped by strand, and space for your assessment and week-by-week sequence. Print it and plan on paper, or use it as the skeleton for a unit.
We'll keep your address so we can send you new free teaching resources as we make them. No spam, and one click unsubscribes.
Content descriptions and achievement standard © ACARA, Australian Curriculum Version 9, used under CC BY 4.0. TeachKoala is not affiliated with or endorsed by ACARA.