English (Version 8.4)

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Rationale

The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate and build relationships with others and with the world around them.

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Aims

The Australian Curriculum: English aims to ensure that students:

learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose.

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Key ideas

Texts

Texts provide the means for communication. They can be written, spoken, visual, multimodal, and in print or digital/online forms. Multimodal texts combine language with other means of communication such as visual images, soundtrack or spoken words, as in film or computer presentation media.

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Structure

Strands, sub-strands and threads
The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English (English). Each strand interacts with and enriches the other strands in creative and flexible ways, the fabric of the curriculum being strengthened by the threads within each sub-strand.

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PDF documents

Resources and support materials for the Australian Curriculum: English are available as PDF documents. 
English: Sequence of content
English: Sequence of achievement 

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Glossary

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Year 7

Year 7 Level Description

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.

In Years 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and global contexts.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.

The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.

Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts present technical and content information from various sources about specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics.

Students create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures, performances, reports and discussions, and are beginning to create literary analyses and transformations of texts.


Year 7 Content Descriptions

Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts
  • Navigate, read and view learning area texts

Grammar knowledge
  • Express opinion and point of view

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Consider alternatives

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Intercultural Understanding

Interacting and empathising with others
  • Consider and develop multiple perspectives

Recognising culture and developing respect
  • Investigate culture and cultural identity

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • building knowledge, understanding and skills in relation to the history, culture, and literary heritage of Aboriginal and Torres Strait Islander peoples
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • identifying and explaining differences between points of view in texts, for example contrasting the city and the bush or different perspectives based on culture, gender or age
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Intercultural Understanding

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Recognising culture and developing respect
    • Investigate culture and cultural identity

Responding to literature

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 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes
  • Reflect on processes

Generating ideas, possibilities and actions
  • Consider alternatives

Literacy

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Grammar knowledge
  • Express opinion and point of view

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose texts

  • exploring concepts about the criteria for heroism and testing these criteria in a range of texts, including more complex ones where the hero may be flawed
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Express opinion and point of view

  • establishing forums for discussing the relative merits of fiction and film texts
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Grammar knowledge
    • Express opinion and point of view

    Text knowledge
    • Use knowledge of text structures

    Visual Knowledge
    • Understand how visual elements create meaning

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

  • comparing personal viewpoints on texts and justifying responses in actual and virtual discussions
    Personal and Social Capability

    Self-management
    • Express emotions appropriately

    Social awareness
    • Appreciate diverse perspectives

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Grammar knowledge
    • Express opinion and point of view

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Generating ideas, possibilities and actions
    • Consider alternatives

    Information and Communication Technology (ICT) Capability

    Creating with ICT
    • Generate solutions to challenges and learning area tasks

Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621 - Scootle )
  • Speaking
Literacy

Word Knowledge
  • Understand learning area vocabulary

Visual Knowledge
  • Understand how visual elements create meaning

Grammar knowledge
  • Use knowledge of words and word groups
  • Use knowledge of sentence structures
  • Express opinion and point of view

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Self-awareness
  • Recognise emotions

Social management
  • Communicate effectively

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Reflecting on thinking and processes
  • Reflect on processes
  • Think about thinking (metacognition)

Generating ideas, possibilities and actions
  • Consider alternatives

  • identifying stereotypes, prejudice and oversimplifications in texts
    Intercultural Understanding

    Reflecting on intercultural experiences and taking responsibility
    • Challenge stereotypes and prejudices

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

  • exploring ethical issues in literary texts drawing on a range of examples from the texts to illustrate and substantiate the views expressed
    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803 - Scootle )
  • Speaking
Literacy

Grammar knowledge
  • Express opinion and point of view

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts

Word Knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Reflecting on thinking and processes
  • Reflect on processes

Examining literature

Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622 - Scootle )
  • Listening
  • Speaking
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Generating ideas, possibilities and actions
  • Consider alternatives

Reflecting on thinking and processes
  • Reflect on processes

Literacy

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others

Word Knowledge
  • Understand learning area vocabulary

Grammar knowledge
  • Express opinion and point of view

  • analysing and explaining the structure and features of short stories discussing the purposes and appeal of different authorial choices for structure and language
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Generating ideas, possibilities and actions
    • Consider alternatives

    Literacy

    Grammar knowledge
    • Express opinion and point of view

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Text knowledge
    • Use knowledge of text cohesion
    • Use knowledge of text structures

    Composing texts through speaking, writing and creating
    • Use language to interact with others

  • exploring traditional stories from Asia and discussing their engaging features, for example use of the oral mode, visual elements, verse, use of puppets to convey the narrative
    • Asia and Australia’s Engagement with Asia
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Text knowledge
    • Use knowledge of text structures

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Intercultural Understanding

    Recognising culture and developing respect
    • Develop respect for cultural diversity
    • Explore and compare cultural knowledge, beliefs and practices

  • analysing writers’ depictions of challenges in texts, for example those faced by Aboriginal and Torres Strait Islander people
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Reflect on processes

    Generating ideas, possibilities and actions
    • Consider alternatives

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • discussing a text’s intended audience, whether the text is typical of its type and whether it has fulfilled its purpose
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Literacy

    Grammar knowledge
    • Express opinion and point of view

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others

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 - Scootle )
  • Asia and Australia’s Engagement with Asia
  • Listening
  • Speaking
Literacy

Grammar knowledge
  • Use knowledge of words and word groups

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts

Visual Knowledge
  • Understand how visual elements create meaning

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others

Word Knowledge
  • Understand learning area vocabulary

Text knowledge
  • Use knowledge of text structures

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Reflecting on thinking and processes
  • Reflect on processes

  • experiencing the sound and rhythm of poetry, and using metalanguage, for example ‘refrain’ and ‘chant’, to discuss the layers of meaning that are created
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Grammar knowledge
    • Use knowledge of words and word groups

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Listen and respond to learning area texts

    Text knowledge
    • Use knowledge of text structures

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Reflect on processes

Creating literature

Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625 - Scootle )
  • Writing
  • Reading
Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Imagine possibilities and connect ideas
  • Consider alternatives

Reflecting on thinking and processes
  • Reflect on processes
  • Transfer knowledge into new contexts

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Grammar knowledge
  • Use knowledge of sentence structures
  • Use knowledge of words and word groups

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts

Text knowledge
  • Use knowledge of text cohesion
  • Use knowledge of text structures

Word Knowledge
  • Understand learning area vocabulary

  • using aspects of texts in imaginative recreations such as re-situating a character from a text in a new situation
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action
    • Imagine possibilities and connect ideas

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

  • imagining a character’s life events (for example misadventures organised retrospectively to be presented as a series of flashbacks in scripted monologue supported by single images), making a sequel or prequel or rewriting an ending
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Text knowledge
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas

    Reflecting on thinking and processes
    • Reflect on processes
    • Transfer knowledge into new contexts

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

  • creating chapters for an autobiography, short story or diary
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Text knowledge
    • Use knowledge of text cohesion
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

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 - Scootle )
  • Writing
  • Listening
  • Speaking
Literacy

Visual Knowledge
  • Understand how visual elements create meaning

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Word Knowledge
  • Understand learning area vocabulary

Text knowledge
  • Use knowledge of text cohesion
  • Use knowledge of text structures

Grammar knowledge
  • Use knowledge of words and word groups
  • Use knowledge of sentence structures

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Generating ideas, possibilities and actions
  • Consider alternatives
  • Seek solutions and put ideas into action

  • experimenting with different narrative structures such as the epistolary form, flashback, multiple perspectives
    Literacy

    Text knowledge
    • Use knowledge of text cohesion
    • Use knowledge of text structures

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • transforming familiar print narratives into short video or film narratives, drawing on knowledge of the type of text and possible adaptations necessary to a new mode
    Information and Communication Technology (ICT) Capability

    Creating with ICT
    • Generate solutions to challenges and learning area tasks

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Literacy

    Text knowledge
    • Use knowledge of text cohesion
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Visual Knowledge
    • Understand how visual elements create meaning

  • drawing on literature and life experiences to create a poem, for example ballad, series of haiku
    • Asia and Australia’s Engagement with Asia
    Literacy

    Text knowledge
    • Use knowledge of text structures
    • Use knowledge of text cohesion

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts


Year 7 Achievement Standards

Receptive modes (listening, reading and viewing)

By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.

Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in texts.

Productive modes (speaking, writing and creating)

Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect.

Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation.


Year 7 Work Sample Portfolios

Year 8

Year 8 Level Description

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.

In Years 7 and 8, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and global contexts.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.

The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.

Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts present technical and content information from various sources about specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics.

Students create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures, performances, reports and discussions, and continue to create literary analyses and transformations of texts.


Year 8 Content Descriptions

Literature and context

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 - Scootle )
  • Writing
  • Reading
Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Intercultural Understanding

Recognising culture and developing respect
  • Explore and compare cultural knowledge, beliefs and practices

Interacting and empathising with others
  • Consider and develop multiple perspectives

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Generating ideas, possibilities and actions
  • Consider alternatives

Reflecting on thinking and processes
  • Reflect on processes

Literacy

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts
  • Comprehend texts

Grammar knowledge
  • Express opinion and point of view

  • investigating texts about Aboriginal and Torres Strait Islander history from different sources and explaining differing viewpoints
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

    Interacting and empathising with others
    • Consider and develop multiple perspectives

  • comparing attitudes and ideas in texts drawn from contexts that are different to students’ own
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Grammar knowledge
    • Express opinion and point of view

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Explore the interconnectedness of Country/Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806 - Scootle )
  • Aboriginal and Torres Strait Islander Histories and Cultures
  • Writing
  • Reading
Literacy

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts
  • Navigate, read and view learning area texts

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Generating ideas, possibilities and actions
  • Consider alternatives
  • Imagine possibilities and connect ideas

Intercultural Understanding

Interacting and empathising with others
  • Consider and develop multiple perspectives

Recognising culture and developing respect
  • Explore and compare cultural knowledge, beliefs and practices

Reflecting on intercultural experiences and taking responsibility
  • Reflect on intercultural experiences

  • identifying and describing the ways films suggest Country/Place and Identity through language features such as image, soundtrack and narrative control
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Text knowledge
    • Use knowledge of text structures

    Visual Knowledge
    • Understand how visual elements create meaning

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

  • selecting aspects of a text related to Country/Place, People, Identity and Culture and adapt it for a new context, noting if changes in one aspect will result in changes in another
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

  • explaining how individual interpretations of these aspects are influenced by students’ own knowledge, values and cultural assumptions
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Intercultural Understanding

    Reflecting on intercultural experiences and taking responsibility
    • Challenge stereotypes and prejudices

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Responding to literature

Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627 - Scootle )
  • Writing
  • Listening
  • Speaking
Literacy

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose texts

Text knowledge
  • Use knowledge of text structures

Grammar knowledge
  • Express opinion and point of view

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes
  • Reflect on processes

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Personal and Social Capability

Social management
  • Work collaboratively

Social awareness
  • Appreciate diverse perspectives

  • discussing the relative merits of literary texts and comparing and evaluating personal viewpoints on texts
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Express opinion and point of view

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Text knowledge
    • Use knowledge of text structures

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Self-management
    • Express emotions appropriately

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information

    Analysing, synthesising and evaluating reasoning and procedures
    • Evaluate procedures and outcomes

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 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others

Text knowledge
  • Use knowledge of text structures

Grammar knowledge
  • Express opinion and point of view

Visual Knowledge
  • Understand how visual elements create meaning

Word Knowledge
  • Understand learning area vocabulary

Personal and Social Capability

Self-awareness
  • Recognise personal qualities and achievements

Social awareness
  • Appreciate diverse perspectives

Social management
  • Communicate effectively

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Consider alternatives

  • recognising the similarities and differences between types of texts (for example a complex picture book and a feature film) in order to understand how different combinations of words and images lead readers to interpret visual texts in particular ways, according to audience, purpose and context
    Literacy

    Visual Knowledge
    • Understand how visual elements create meaning

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Text knowledge
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807 - Scootle )
  • Writing
  • Reading
Literacy

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Text knowledge
  • Use knowledge of text structures

Composing texts through speaking, writing and creating
  • Use language to interact with others

Grammar knowledge
  • Express opinion and point of view

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Social management
  • Communicate effectively

Intercultural Understanding

Interacting and empathising with others
  • Consider and develop multiple perspectives

Recognising culture and developing respect
  • Develop respect for cultural diversity

Reflecting on intercultural experiences and taking responsibility
  • Challenge stereotypes and prejudices

  • analysing arguments for and against a particular issue in current community debates and justifying a personal stance
    Ethical Understanding

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Consider points of view

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Examining literature

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 - Scootle )
  • Writing
  • Reading
Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Consider alternatives

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes
  • Transfer knowledge into new contexts

Analysing, synthesising and evaluating reasoning and procedures
  • Evaluate procedures and outcomes

Literacy

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Word Knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • exploring how some writers use terse and relatively simple language choices while others use more elaborate and complex syntax
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Consider alternatives

  • examining the language patterns, including sentence patterns, in a range of short texts and discussing the effect on readers’ interpretation of these choices
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Reflect on processes

    Generating ideas, possibilities and actions
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of sentence structures

    Composing texts through speaking, writing and creating
    • Use language to interact with others

  • writing or speaking about a literary text and outlining the impact of the text on a listener, viewer or reader, for example in a journal in which students reflect on their personal responses and on how language and structural features in the text contribute to its impact
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Text knowledge
    • Use knowledge of text structures

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • discussing, debating and assessing remakes of literary texts and their effectiveness and purpose
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Reflect on processes

    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Grammar knowledge
    • Express opinion and point of view

  • discussing, debating and assessing book or film series, sequels, prequels, fan fiction sites, tie-in publications or merchandise
    Literacy

    Grammar knowledge
    • Express opinion and point of view

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information

Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts

Visual Knowledge
  • Understand how visual elements create meaning

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Reflecting on thinking and processes
  • Reflect on processes

Generating ideas, possibilities and actions
  • Consider alternatives
  • Imagine possibilities and connect ideas

Analysing, synthesising and evaluating reasoning and procedures
  • Evaluate procedures and outcomes

  • understanding that tone (serious, bitter, sincere, amused) indicates attitude to the subject and to readers/listeners, who can identify or judge tone through past experience and language clues in the text
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767 - Scootle )
  • Listening
  • Speaking
Critical and Creative Thinking

Reflecting on thinking and processes
  • Reflect on processes

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Generating ideas, possibilities and actions
  • Consider alternatives

Literacy

Text knowledge
  • Use knowledge of text structures
  • Use knowledge of text cohesion

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

  • select an aspect of a text such as a sentence pattern or an image or word and adapt it for a new context explaining how the change will affect meaning
    Literacy

    Grammar knowledge
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

Creating literature

Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632 - Scootle )
  • Writing
  • Speaking
Literacy

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Text knowledge
  • Use knowledge of text structures
  • Use knowledge of text cohesion

Grammar knowledge
  • Use knowledge of words and word groups
  • Use knowledge of sentence structures

Word Knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action
  • Imagine possibilities and connect ideas

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

  • creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Express opinion and point of view
    • Use knowledge of sentence structures

    Text knowledge
    • Use knowledge of text cohesion
    • Use knowledge of text structures

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • combining visual and digital elements to create layers of meaning for serious and humorous purposes
    Information and Communication Technology (ICT) Capability

    Communicating with ICT
    • Understand computer mediated communications

    Literacy

    Visual Knowledge
    • Understand how visual elements create meaning

    Text knowledge
    • Use knowledge of text structures

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Visual Knowledge
  • Understand how visual elements create meaning

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts

Word Knowledge
  • Understand learning area vocabulary

Text knowledge
  • Use knowledge of text structures

Grammar knowledge
  • Use knowledge of words and word groups
  • Use knowledge of sentence structures

Critical and Creative Thinking

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Generating ideas, possibilities and actions
  • Consider alternatives
  • Seek solutions and put ideas into action

  • creating and performing scripts for short plays that make use of the affordances of visual, verbal and additional modes (for example music) to create atmosphere, to deepen interpretation of verbal meaning and to enhance the drama of a performance
    Literacy

    Composing texts through speaking, writing and creating
    • Deliver presentations
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Text knowledge
    • Use knowledge of text structures

    Visual Knowledge
    • Understand how visual elements create meaning

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas


Year 8 Achievement Standards

Receptive modes (listening, reading and viewing)

By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts.

Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate on discussions.

Productive modes (speaking, writing and creating)

Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they make to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.

Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.


Year 8 Work Sample Portfolios

Year 9

Year 9 Level Description

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.

In Years 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.

Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop a critical understanding of the contemporary media and the differences between media texts.

The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.

Literary texts that support and extend students in Years 9 and 10 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics. Text structures are more complex and include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics presented in visual form.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.


Year 9 Content Descriptions

Literature and context

Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Visual Knowledge
  • Understand how visual elements create meaning

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Word Knowledge
  • Understand learning area vocabulary

Text knowledge
  • Use knowledge of text structures

Intercultural Understanding

Recognising culture and developing respect
  • Explore and compare cultural knowledge, beliefs and practices

Reflecting on intercultural experiences and taking responsibility
  • Reflect on intercultural experiences

Critical and Creative Thinking

Reflecting on thinking and processes
  • Reflect on processes

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Generating ideas, possibilities and actions
  • Consider alternatives

Analysing, synthesising and evaluating reasoning and procedures
  • Draw conclusions and design a course of action

  • exploring and reflecting on representations of values (for example love, freedom, integrity) in literature drawn from cultures and times different from the students’ own
    Intercultural Understanding

    Reflecting on intercultural experiences and taking responsibility
    • Reflect on intercultural experiences

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Consider points of view

    Understanding ethical concepts and issues
    • Recognise ethical concepts

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas

  • exploring and reflecting on personal understanding of the world and human experience, interpreted in literature drawn from cultures and times different from the students’ own
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

    Reflecting on intercultural experiences and taking responsibility
    • Reflect on intercultural experiences

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts

    Exploring values, rights and responsibilities
    • Consider points of view

    Personal and Social Capability

    Self-awareness
    • Develop reflective practice

    Social awareness
    • Appreciate diverse perspectives

  • reviewing historical fiction or nonfiction written by and about the peoples of Asia
    • Asia and Australia’s Engagement with Asia
    Intercultural Understanding

    Reflecting on intercultural experiences and taking responsibility
    • Reflect on intercultural experiences

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

  • analysing literary texts created by and about Aboriginal and Torres Strait Islander peoples (including documentaries, picture books, print texts and other multimodal texts) and also texts including film produced by and about peoples of Asian background, and considering the different ways these texts represent people, places, things and issues
    • Aboriginal and Torres Strait Islander Histories and Cultures
    • Asia and Australia’s Engagement with Asia
    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

    Reflecting on intercultural experiences and taking responsibility
    • Reflect on intercultural experiences

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts

    Exploring values, rights and responsibilities
    • Consider points of view

Responding to literature

Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Grammar knowledge
  • Express opinion and point of view

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts

Text knowledge
  • Use knowledge of text structures

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Generating ideas, possibilities and actions
  • Consider alternatives

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

  • interrogating and making judgements about a text, comparing others’ ideas against the student’s own and reaching an independent decision or shared consensus about the interpretations and ideas expressed

    Personal and Social Capability

    Social management
    • Make decisions

    Social awareness
    • Appreciate diverse perspectives

    Literacy

    Text knowledge
    • Use knowledge of text structures

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Ethical Understanding

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context (ACELT1634 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Critical and Creative Thinking

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes
  • Think about thinking (metacognition)

Literacy

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts
  • Use language to interact with others

Grammar knowledge
  • Express opinion and point of view

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts

Ethical Understanding

Understanding ethical concepts and issues
  • Recognise ethical concepts

  • reflecting on and discussing responses to literature including plot events, setting details, characterisation, themes, structure and language devices used to achieve particular effects, and collaboratively formulating a list of factors that characterise merit
    Literacy

    Text knowledge
    • Use knowledge of text structures
    • Use knowledge of text cohesion

    Grammar knowledge
    • Express opinion and point of view
    • Use knowledge of words and word groups

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • discussing, debating and evaluating the cinematic qualities and success of a film or new versions of a film
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Consider alternatives

    Literacy

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Composing texts through speaking, writing and creating
    • Use language to interact with others

  • exploring the ways that context has shaped the representation of particular cultures, such as through the analysis of differing viewpoints in texts about different cultures or by comparing the ways texts from different periods reveal differences in viewpoints (for example differences in the portrayal of migrants in traditional and more contemporary literature)
    Intercultural Understanding

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Recognising culture and developing respect
    • Develop respect for cultural diversity

    Reflecting on intercultural experiences and taking responsibility
    • Reflect on intercultural experiences

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes
  • Transfer knowledge into new contexts
  • Think about thinking (metacognition)

Personal and Social Capability

Self-awareness
  • Develop reflective practice
  • Recognise personal qualities and achievements
  • Understand themselves as learners

Literacy

Text knowledge
  • Use knowledge of text structures

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity

Reflecting on intercultural experiences and taking responsibility
  • Reflect on intercultural experiences

  • establishing a wide reading list on a particular issue based on personal preference and establishing reasons for the inclusion of these texts
    Personal and Social Capability

    Self-awareness
    • Develop reflective practice
    • Understand themselves as learners
    • Recognise personal qualities and achievements

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

Examining literature

Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style (ACELT1636 - Scootle )
  • Writing
  • Reading
Personal and Social Capability

Self-management
  • Express emotions appropriately

Social awareness
  • Appreciate diverse perspectives

Self-awareness
  • Recognise personal qualities and achievements

Literacy

Comprehending texts through listening, reading and viewing
  • Listen and respond to learning area texts
  • Comprehend texts
  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Grammar knowledge
  • Express opinion and point of view

Composing texts through speaking, writing and creating
  • Use language to interact with others

Text knowledge
  • Use knowledge of text structures

Critical and Creative Thinking

Analysing, synthesising and evaluating reasoning and procedures
  • Evaluate procedures and outcomes
  • Apply logic and reasoning

Generating ideas, possibilities and actions
  • Consider alternatives

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

  • comparing texts created by the same author to determine literary style, assessing its appeal and presenting this comparison to others
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Deliver presentations
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures

    Grammar knowledge
    • Express opinion and point of view

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Analysing, synthesising and evaluating reasoning and procedures
    • Evaluate procedures and outcomes

    Generating ideas, possibilities and actions
    • Consider alternatives

  • examining how different authors make use of devices like myth, icons and imagery and evaluating the effect of these choices on audiences
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Text knowledge
    • Use knowledge of text structures

    Visual Knowledge
    • Understand how visual elements create meaning

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Analysing, synthesising and evaluating reasoning and procedures
    • Evaluate procedures and outcomes
    • Apply logic and reasoning

    Generating ideas, possibilities and actions
    • Consider alternatives

    Personal and Social Capability

    Self-management
    • Express emotions appropriately

    Self-awareness
    • Recognise personal qualities and achievements

    Social awareness
    • Appreciate diverse perspectives

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 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Critical and Creative Thinking

Reflecting on thinking and processes
  • Reflect on processes
  • Transfer knowledge into new contexts

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Generating ideas, possibilities and actions
  • Consider alternatives

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Literacy

Text knowledge
  • Use knowledge of text structures

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts
  • Interpret and analyse learning area texts

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Visual Knowledge
  • Understand how visual elements create meaning

Word Knowledge
  • Understand learning area vocabulary

  • identifying examples of language devices in a range of poems, ballads or poetic extracts, and considering how their use adds to meaning and may also influence the emotional responses of listeners or readers, in varying ways
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Personal and Social Capability

    Self-awareness
    • Recognise emotions

    Social awareness
    • Appreciate diverse perspectives

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures

  • exploring how language devices look or sound in written or spoken texts, how they can be identified, purposes they serve and what effect they might have on how the audience responds
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Listen and respond to learning area texts
    • Interpret and analyse learning area texts

    Text knowledge
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

    Personal and Social Capability

    Self-awareness
    • Recognise emotions

    Social awareness
    • Appreciate diverse perspectives

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • taking a particular area of study, a topic or theme and examining how different authors make use of devices like myth, icons and imagery in their work
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Visual Knowledge
    • Understand how visual elements create meaning

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Consider alternatives

Analyse text structures and language features of literary texts, and make relevant comparisons with other texts (ACELT1772 - Scootle )
  • Writing
  • Reading
Critical and Creative Thinking

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning
  • Evaluate procedures and outcomes

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Generating ideas, possibilities and actions
  • Consider alternatives

Literacy

Grammar knowledge
  • Express opinion and point of view
  • Use knowledge of sentence structures
  • Use knowledge of words and word groups

Text knowledge
  • Use knowledge of text cohesion
  • Use knowledge of text structures

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts

Word Knowledge
  • Understand learning area vocabulary

  • evaluating the effect on readers of text structures and language features of a literary text and comparing these with other texts
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • by comparing texts, writing or speaking about how well the author constructed the opening and closing sections of the text and used ‘hooks’ to keep the reader/viewer/listener engaged and reading on/watching/listening to the end
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information

Creating literature

Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation (ACELT1773 - Scootle )
  • Writing
  • Listening
  • Speaking
Literacy

Grammar knowledge
  • Use knowledge of sentence structures
  • Use knowledge of words and word groups

Text knowledge
  • Use knowledge of text structures
  • Use knowledge of text cohesion

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts
  • Comprehend texts

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes
  • Reflect on processes

Generating ideas, possibilities and actions
  • Imagine possibilities and connect ideas
  • Consider alternatives

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 - Scootle )
  • Writing
  • Listening
  • Speaking
Literacy

Word Knowledge
  • Understand learning area vocabulary

Grammar knowledge
  • Express opinion and point of view
  • Use knowledge of sentence structures

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Text knowledge
  • Use knowledge of text structures
  • Use knowledge of text cohesion

Visual Knowledge
  • Understand how visual elements create meaning

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Reflecting on thinking and processes
  • Transfer knowledge into new contexts
  • Reflect on processes

Generating ideas, possibilities and actions
  • Imagine possibilities and connect ideas
  • Consider alternatives

Information and Communication Technology (ICT) Capability

Communicating with ICT
  • Understand computer mediated communications

Investigating with ICT
  • Define and plan information searches

  • making language choices and choosing particular language devices to achieve intended effects, for example building in a surprise or twist in the ending of a short story or final scene of a film
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Text knowledge
    • Use knowledge of text cohesion

    Visual Knowledge
    • Understand how visual elements create meaning

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

  • taking an existing short story, poem, play or speech in print form and creating a short visual text which is accompanied by a sound track containing music and sound effects, and which is intended to amuse audiences who are familiar with the original text
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information

    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

  • creating written interpretations of traditional and contemporary literature which employs devices like metaphor, symbol, allegory and myth, and evaluating the contribution of these devices to the interpretation of the text
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

  • creating written interpretations of traditional and contemporary poetry (for example sonnets and contemporary song lyrics) focusing on their use of symbol, myth, icons and imagery
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Visual Knowledge
    • Understand how visual elements create meaning

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas


Year 9 Achievement Standards

Receptive modes (listening, reading and viewing)

By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors.

They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from texts to analyse and explain how language choices and conventions are used to influence an audience. They listen for ways texts position an audience.

Productive modes (speaking, writing and creating)

Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts.

Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.


Year 9 Work Sample Portfolios