Australian Curriculum: English Achievement Standards Chart – Years 6 - 10
Intentional repetition of aspects of the achievement standard provides examples of their possible representation across different strands and sub-strands
R = Receptive modes (listening, reading and viewing) P = Productive modes (speaking, writing and creating)
> = understandings (first paragraph) # = skills (second paragraph)
Strand
Sub-strand
Year 6
Year 7
Year 8
Year 9
Year 10
Language
Language
variation and
change
Language for
interaction
Text structure
and
organisation
Expressing
and
developing
ideas
R # listen to discussions, clarifying content and challenging others’ ideas
P # contribute actively to class and group discussions
P > understand how language features and language patterns can be used for
emphasis
R # explain issues and ideas from a variety of sources
R # listen for and explain different perspectives in texts
P > understand how to express or challenge a point of view
P > understand how to draw on personal knowledge, textual analysis and other
sources to express or challenge a point of view
P # make presentations
P # contribute actively to class and group discussions, using language features to
engage the audience
R # listen for and identify different emphases in texts to elaborate upon discussions
R # explain the effectiveness of language choices used to influence the audience
P# contribute actively to class and group discussions, using language patterns for
effect
R # explain how language choices and conventions are used to influence an audience
R # listen for ways texts position an audience
R # select evidence from the text to explain how language choices and conventions
are used to influence an audience
P # compare and evaluate responses to ideas and issues
R > evaluate how text structures can be used in innovative ways by different authors
R # develop and justify their own interpretations of texts
P> explain different viewpoints, attitudes and perspectives
R > understand how the use of text structures can achieve particular effects
P # use accurate punctuation for clarity
R > understand how text structures can influence the complexity of a text and are
dependent on audience, purpose and context
R # demonstrate understanding of how the choice of language features, images and
vocabulary affects meaning
P # demonstrate understanding of grammar when creating texts
P # use accurate punctuation when creating and editing texts
R > understand how the selection of text structures is influenced by the selection of
language mode and how this varies for different purposes and audiences
P > understand how the selection of language features can be used for particular
purposes and effects
P # use accurate punctuation
R > analyse the ways that text structures can be manipulated for effect
R # select evidence from the text to analyse and explain how language choices and
conventions are used to influence an audience
P > demonstrate how manipulating language features and images can create
innovative texts
P # use accurate punctuation
R > evaluate how text structures can be used in innovative ways by different authors
R # listen for ways features within texts can be manipulated to achieve particular
effects
P> experiment with language features, stylistic devices, text structures and images to
develop their own style
P > show how selection of language features can achieve precision
P # develop cohesive, logical arguments
R > analyse and explain how images and vocabulary are used by different authors to
represent ideas, characters and events
P > understand how language features and language patterns can be used for
emphasis
P # demonstrate understanding of grammar
P > show how specific details can be used to support a point of view
P > explain how their choices of language features and images are used
P # make considered choices from an expanding vocabulary
P # use accurate spelling
R > demonstrate understanding of how the choice of language features, images and
vocabulary affects meaning
P > understand how the selection of a variety of language features can influence an
audience
P > create texts showing how language features and images from other texts can be
combined for effect
P # use a variety of more specialised vocabulary when creating texts
P # create structured and coherent texts for a range of purposes, contexts and
audiences
R > explain how language features are used to represent different ideas and issues in
texts
R > explain how images are used to represent different ideas and issues in texts
R > explain how vocabulary is used to represent different ideas and issues in texts
R # show how ideas can be expressed in new ways, through combining ideas,
images, and language features from other texts
P > understand how the selection of language features can be used for particular
purposes and effects
P > explain the effectiveness of language choices they use to influence the audience
P > show how ideas can be expressed in new ways, combining ideas, images and
language features from other texts
P # create texts for different purposes, selecting language to influence audience
response
P # select vocabulary for effect
R > analyse and explain how images…distinguish the work of individual authors
R > analyse and explain how …vocabulary choices…distinguish the work of individual
authors
R # select evidence from the text to analyse and explain how language choices and
conventions are used to influence an audience
P > understand how to use a variety of language features to create different levels of
meaning
P > demonstrate how manipulating language features can create innovative texts
when creating texts
P > understand how to use a variety of language features to create different levels of
meaning
P > demonstrate how manipulating images can create innovative texts when creating
texts
P # use accurate spelling and punctuation
R > explain how the choice of language features contributes to the development of
individual style
R > explain how choice of images contributes to the development of individual style
R > explain how the choice of vocabulary contributes to the development of individual
style
P > develop their own style by experimenting with language features, stylistic devices
and images
P > show how the selection of language features can achieve precision and stylistic
effect
P # demonstrate understanding of grammar, vary vocabulary choices for impact
P # vary vocabulary choices for impact when creating and editing texts
R > understand how text structures can influence the complexity of a text and are
dependent on audience, purpose and context
R # listen for and explain different perspectives in texts
P > understand how to draw on personal knowledge, textual analysis and other
sources to express or challenge a point of view
R # select evidence from a text to show how events, situations and people can be
represented from different viewpoints
R > analyse the ways that text structures can be manipulated for effect
R > analyse and explain how images, vocabulary choices and language features
distinguish the work of individual authors
R # select evidence from the text to analyse and explain how language choices and
conventions are used to influence an audience
R > evaluate how text structures can be used in innovative ways by different authors
R # listen for ways features within texts can be manipulated to achieve particular
effects
R # select and use evidence from a text to explain their response to it
R # analyse and explain how language features, images and vocabulary are used by
different authors to represent ideas, characters and events
P > explain how their choices of language features and images are used
P # show how specific details can be used to support a point of view
R > understand how text structures can influence the complexity of a text and are
dependent on audience, purpose and context
R > demonstrate understanding of how the choice of language features, images and
vocabulary affects meaning
R > understand that texts reflect different viewpoints
R # select specific details from texts to develop their own response, recognising that
texts reflect different viewpoints
R # explain issues and ideas from a variety of sources
P > understand how to draw on personal knowledge, textual analysis and other
sources to express or challenge a point of view
R > explain how language features, images and vocabulary are used to represent
different ideas and issues in texts
R > understand how the selection of text structures is influenced by the selection of
language mode and that this varies for different purposes and audiences
P > explain the effectiveness of language choices they use to influence the audience
P > understand how the selection of language features can be used for particular
purposes and effects
R # evaluate and integrate ideas and information from texts to form their own
interpretations
P > understand how interpretations can vary by comparing their responses to texts to
the responses of others
R > explain how the choice of language features, images and vocabulary contributes
to the development of individual style
R > evaluate how text structures can be used in innovative ways by different authors
R # explain how the choice of language features, images and vocabulary contributes
R # develop and justify their own interpretations of texts
R # evaluate other interpretations, analysing the evidence used to support them
P > explain different viewpoints, attitudes and perspectives through the development
of cohesive and logical arguments
P > explain different viewpoints, attitudes and perspectives through the development
of cohesive and logical arguments
P # justify opinions, develop and expand arguments to the development of individual
style
R > analyse and explain how language features, images and vocabulary are used by
different authors to represent ideas, characters and events
P > explain how their choices of language features and images are used
R > demonstrate understanding of how the choice of language features, images and
vocabulary affects meaning
P # create texts showing how language features…from other texts can be combined
for effect
R > explain how language features, images and vocabulary are used to represent
different ideas and issues in texts
P > understand how the selection of language features can be used for particular
purposes and effects
R > analyse and explain how images, vocabulary choices and language features
distinguish the work of individual authors
R # explain how language choices and conventions are used to influence an
audience
R > evaluate how text structures can be used in innovative ways by different authors
R > listen for ways features within texts can be manipulated to achieve particular
effects
P # create detailed texts elaborating on key ideas for a range of purposes and
audiences
P # make presentations, using a variety of strategies for effect
P > understand how the selection of a variety of language features can influence an
audience
P > create texts showing how language features and images from other texts can be
combined for effect
P # demonstrate understanding of grammar, use a variety of more specialised
vocabulary, accurate spelling and punctuation when creating texts
P > understand how the selection of language features can be used for particular
purposes and effects
P > show how ideas can be expressed in new ways, combining ideas, images and
language features from other texts
P # take into account intended purposes and the needs and interests of audience
when creating texts to create specific effects
P # demonstrate understanding of grammar, select vocabulary for effect and use
accurate spelling and punctuation
P # create texts for different purposes, selecting language to influence audience
response
P # make presentations using language patterns for effect
P > demonstrate how manipulating language features and images can create
innovative texts
P > understand how to use a variety of language features to create different levels of
meaning
P # create texts that respond to issues, interpreting and integrating ideas from other
texts
P > show how the selection of language features can achieve precision and stylistic
effect
P > develop their own style by experimenting with language features, stylistic devices,
text structures and images
P > develop their own style by experimenting with language features, stylistic devices,
text structures and images
P # create a wide range of texts to articulate complex ideas
R # analyse and explain how language features, images and vocabulary are used by
different authors to represent ideas, characters and events
P > understand how language features and language patterns can be used for
emphasis
R > understand how text structures can influence the complexity of a text and are
dependent on audience, purpose and context
R > recognise that texts reflect different viewpoints
R # explain how language features, images and vocabulary are used to represent
different ideas and issues in texts
R > analyse the ways that text structures can be manipulated for effect
R # listen for ways texts position an audience
R > evaluate how text structures can be used in innovative ways by different authors
R # listen for ways features within texts can be manipulated to achieve particular
effects
R # listen to discussions, clarifying content and challenging others’ ideas
R # select and use evidence from a text to explain their response to it
P > show how specific details can be used to support a point of view
P # contribute actively to class and group discussions, using a variety of strategies for
effect
P # make presentations using a variety of strategies for effect
R > demonstrate understanding of how the choice of language features, images and
vocabulary affects meaning
P # contribute actively to class and group discussions, using language features to
engage the audience
P # draw on personal knowledge, textual analysis and other sources to express or
challenge a point of view
P # make presentations using language features to engage the audience
R # listen for and identify different emphases in texts, using that understanding to
elaborate upon discussions
R # explain how language features, images and vocabulary are used to represent
different ideas and issues in texts
R # identify different emphases in texts, using that understanding to elaborate upon
discussions
P > explain the effectiveness of language choices they use to influence the audience
P # contribute actively to class and group discussions, using language patterns for
effect
P # make presentations using language patterns for effect
R # listen for ways texts position an audience
P > compare their responses to texts to the responses of others
P # contribute actively to class and group discussions, comparing and evaluating
responses to ideas and issues
P # make presentations, comparing and evaluating responses to ideas and issues
P # contribute actively to class and group discussions, building on others' ideas,
solving problems, justifying opinions and developing and expanding arguments
P # make presentations, justifying opinions and developing and expanding arguments
R # compare and analyse information in different texts, explaining literal and implied
meaning
R # analyse and explain how language features, images and vocabulary are used by
different authors to represent ideas, characters and events
P # create detailed texts elaborating on key ideas for a range of purposes and
audiences
R > understand how text structures can influence the complexity of a text and are
dependent on audience, purpose and context
R > recognise that texts reflect different viewpoints
R > demonstrate understanding of how the choice of language features, images and
vocabulary affects meaning
R # listen for and explain different perspectives in texts
R # explain issues and ideas from a variety of sources, analysing supporting evidence
and implied meaning
R # explain different perspectives in texts
R > understand how the selection of text structures is influenced by the selection of
language mode and that this varies for different purposes and audiences
R # listen for and identify different emphases in texts
R # interpret texts, questioning the reliability of sources of ideas and information
R # explain how language features, images and vocabulary are used to represent
different ideas and issues in texts
R # select evidence from the text to show how events, situations and people can be
represented from different viewpoints
R # select evidence from the text to analyse and explain how language choices and
conventions are used to influence an audience
R # listen for ways texts position an audience
R # evaluate and integrate ideas and information from texts to form their own
interpretations
P > understand how interpretations can vary by comparing their responses to texts
R # evaluate how text structures can be used in innovative ways
R # evaluate other interpretations, analysing the evidence used to support them
R # listen for ways features within texts can be manipulated to achieve particular
effects
R # evaluate how text structures can be used in innovative ways by different authors
R # evaluate other interpretations, analysing the evidence used to support them
R # develop and justify their own interpretations of texts
R # evaluate other interpretations, analysing the evidence used to support them
P > explain different viewpoints, attitudes and perspectives through the development
of cohesive and logical arguments
P # justify opinions, develop and expand arguments
P > show how specific details can be used to support a point of view
P # create detailed texts elaborating on key ideas for a range of purposes and
audiences
P # make presentations and contribute actively to class and group discussions, using
a variety of strategies for effect
P # make and explain editorial choices
P > create texts showing how language features and images from other texts can be
combined for effect
P # create structured and coherent texts for a range of purposes and audiences
P # demonstrate understanding of grammar, use a variety of more specialised
vocabulary, accurate spelling and punctuation when creating texts
P # understand how to draw on textual knowledge, textual analysis and other sources
to express or challenge a point of view
P > explain the effectiveness of language choices they use to influence the audience
P > understand how the selection of language features can be used for particular
purposes and effects
P # create texts for different purposes, selecting language to influence audience
response
P # take into account intended purposes and the needs and interests of audiences
when creating and editing texts to create specific effects
P # create texts that respond to issues, interpreting and integrating ideas from other
texts
P # demonstrate how manipulating language features and images can create
innovative texts
P # edit for effect, selecting vocabulary and grammar that contribute to the precision
and persuasiveness of texts and using accurate spelling and punctuation
P > show how the selection of language features can achieve precision and stylistic
effect
P > develop their own style by experimenting with language features, stylistic devices,
text structures and images
P # create a wide range of texts to articulate complex ideas
P# edit texts, demonstrating understanding of grammar, varying vocabulary choices
for impact, and accurately use spelling and punctuation
Literature
Literature and
context
Responding to
literature
Examining
literature
Creating
literature
Literacy
Texts in
context
(Literacy)
Interacting
with others
Interpreting,
analysing,
evaluating
Creating texts