Year 9 English — AC v9
All 23 content descriptions for Year 9 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 9, students interact with others, and listen to and create spoken and multimodal texts including literary texts.
- •They select and experiment with language features including literary devices, and experiment with multimodal features and features of voice.
- •They read, view and comprehend a range of texts created to inform, influence and/or engage audiences.
- •They analyse representations of people, places, events and concepts, and how texts respond to contexts.
- •They select and experiment with text structures to organise, develop and link ideas.
- •They select and experiment with text structures to organise and develop ideas.
- •They analyse the aesthetic qualities of texts.
- •They select and experiment with language features including literary devices, and experiment with multimodal features.
- •They create written and multimodal texts, including literary texts, for a range of purposes and audiences, expressing and expanding ideas, shaping meaning and providing substantiation.
- •They analyse the effects of text structures, and language features including literary devices, intertextual references, and multimodal features.
- •With a range of purposes and for audiences, they discuss and expand on ideas, shaping meaning and providing substantiation.
- AC9E9LA01recognise how language empowers relationships and roles
- AC9E9LA02understand how evaluation can be expressed directly and indirectly using devices such as allusion, evocative vocabulary and metaphor
- AC9E9LA03examine how authors adapt and subvert text structures and language features by experimenting with spoken, written, visual and multimodal elements, and their combination
- AC9E9LA04investigate a range of cohesive devices that condense information in texts, including nominalisation, and devices that link, expand and develop ideas, including text connectives
- AC9E9LA05identify how authors vary sentence structures creatively for effects, such as intentionally using a dependent clause on its own or a sentence fragment
- AC9E9LA06understand how abstract nouns and nominalisation can be used to summarise ideas in text
- AC9E9LA07analyse how symbols in still and moving images augment meaning
- AC9E9LA08analyse how vocabulary choices contribute to style, mood and tone
- AC9E9LA09understand punctuation conventions for referencing and citing others for formal and informal purposes
- AC9E9LE01analyse the representations of people and places in literary texts, drawn from historical, social and cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors
- AC9E9LE02present a personal response to a literary text comparing initial impressions and subsequent analysis of the whole text
- AC9E9LE03analyse how features of literary texts influence readers’ preference for texts
- AC9E9LE04analyse texts and evaluate the aesthetic qualities and appeal of an author’s literary style
- AC9E9LE05analyse the effect of text structures, language features and literary devices such as extended metaphor, metonymy, allegory, symbolism and intertextual references
- AC9E9LE06create and edit literary texts, that may be a hybrid, that experiment with text structures, language features and literary devices for purposes and audiences
- AC9E9LY01analyse how representations of people, places, events and concepts reflect contexts
- AC9E9LY02listen to spoken texts that have different purposes and audiences, analysing how language features position listeners to respond in particular ways, and use interacting skills to present and discuss opinions regarding these texts
- AC9E9LY03analyse and evaluate how language features are used to represent a perspective of an issue, event, situation, individual or group
- AC9E9LY04analyse the organisation of ideas in paragraphs and extended texts, and evaluate its impact on meaning
- AC9E9LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to compare and contrast ideas and opinions in and between texts
- AC9E9LY06plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas, and selecting text structures, language features, literary devices and multimodal features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical
- AC9E9LY07plan, create, rehearse and deliver spoken and multimodal presentations for purpose and audience, using language features, literary devices and features of voice such as volume, tone, pitch and pace, and organising, expanding and developing ideas in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical
- AC9E9LY08understand how spelling is used in texts for particular effects; for example, characterisation, humour and to represent accents and distinctive speech
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The Year 9 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.
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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.