Year 6 English — AC v9
All 23 content descriptions for Year 6 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)
- •By the end of Year 6, students interact with others, and listen to and create spoken and/or multimodal texts including literary texts.
- •They use and vary language features including topic-specific vocabulary and literary devices, and/or multimodal features and features of voice.
- •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.
- •They explain how language features including literary devices, and visual features influence audiences.
- •For particular purposes and audiences, they share, develop, explain and elaborate on ideas from topics or texts.
- •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 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 read, view and comprehend different texts created to inform, influence and/or engage audiences.
- •They use text structures and vary paragraphs to organise, develop and link ideas.
- •They use and vary text structures to organise, develop and link ideas.
- AC9E6LA01understand that language varies as levels of formality and social distance increase
- AC9E6LA02understand the uses of objective and subjective language, and identify bias
- AC9E6LA03explain 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
- AC9E6LA04understand that cohesion can be created by the intentional use of repetition, and the use of word associations
- AC9E6LA05understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas
- AC9E6LA06understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups
- AC9E6LA07identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
- AC9E6LA08identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole
- AC9E6LA09understand how to use the comma for lists, to separate a dependent clause from an independent clause, and in dialogue
- AC9E6LE01identify 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
- AC9E6LE02identify similarities and differences in literary texts on similar topics, themes or plots
- AC9E6LE03identify and explain characteristics that define an author's individual style
- AC9E6LE04explain the way authors use sound and imagery to create meaning and effect in poetry
- AC9E6LE05create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices
- AC9E6LY01examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created
- AC9E6LY02use 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
- AC9E6LY03analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences
- AC9E6LY04select, 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
- AC9E6LY05use 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
- AC9E6LY06plan, 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
- AC9E6LY07plan, 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
- AC9E6LY08use phonic knowledge of common and less common grapheme–phoneme relationships to read and write increasingly complex words
- AC9E6LY09use 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
Free download
The Year 6 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.