English

CurriculumF10

Year9
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand
learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents
knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglishbuilds
onconcepts,skillsandprocessesdevelopedinearlieryears,andteacherswillrevisitandstrengthentheseasneeded.
InYears9and10,studentsinteractwithpeers,teachers,individuals,groupsandcommunitymembersinarangeoffaceto
faceandonline/virtualenvironments.Theyexperiencelearninginfamiliarandunfamiliarcontexts,includinglocalcommunity,
vocationalandglobalcontexts.
Studentsengagewithavarietyoftextsforenjoyment.Theyinterpret,create,evaluate,discussandperformawiderangeof
literarytextsinwhichtheprimarypurposeisaesthetic,aswellastextsdesignedtoinformandpersuade.Theseinclude
varioustypesofmediatexts,includingnewspapers,filmanddigitaltexts,fiction,nonfiction,poetry,dramaticperformances
andmultimodaltexts,withthemesandissuesinvolvinglevelsofabstraction,higherorderreasoningandintertextual
references.Studentsdevelopacriticalunderstandingofthecontemporarymedia,andthedifferencesbetweenmediatexts.
TherangeofliterarytextsforFoundationtoYear10comprisesAustralianliterature,includingtheoralnarrativetraditionsof
AboriginalandTorresStraitIslanderpeoples,aswellasthecontemporaryliteratureofthesetwoculturalgroups,andclassic
andcontemporaryworldliterature,includingtextsfromandaboutAsia.
LiterarytextsthatsupportandextendstudentsinYears9and10asindependentreadersaredrawnfromarangeofgenres
andinvolvecomplex,challengingandunpredictableplotsequencesandhybridstructuresthatmayservemultiplepurposes.
Thesetextsexplorethemesofhumanexperienceandculturalsignificance,interpersonalrelationships,andethicaland
globaldilemmaswithinrealworldandfictionalsettingsandrepresentavarietyofperspectives.Informativetextsrepresenta
synthesisoftechnicalandabstractinformation(fromcredible/verifiablesources)aboutawiderangeofspecialisedtopics.
Textstructuresaremorecomplexincludingchapters,headingsandsubheadings,tablesofcontents,indexesand
glossaries.Languagefeaturesincludesuccessivecomplexsentenceswithembeddedclauses,ahighproportionof
unfamiliarandtechnicalvocabulary,figurativeandrhetoricallanguage,anddenseinformationsupportedbyvarioustypesof
graphicspresentedinvisualform.
Studentscreatearangeofimaginative,informativeandpersuasivetypesoftextsincludingnarratives,procedures,
performances,reports,discussions,literaryanalyses,transformationsoftextsandreviews.
Language
Languagevariationandchange
UnderstandthatStandardAustralianEnglish

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identifyingsomeofthechangesinthegrammarofEnglishovertime,
forexamplefromtheeandthoutoyou

exploringexamplesofGlobishEnglish

isalivinglanguagewithinwhichthecreation
andlossofwordsandtheevolutionofusage
isongoing(ACELA1550)
Languageforinteraction
Understandthatrolesandrelationshipsare
developedandchallengedthroughlanguage
andinterpersonalskills(ACELA1551)

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identifyingthevariouscommunitiestowhichstudentsbelongandhow
languagereinforcesmembershipofthesecommunities(theintimate
languageoffamilymembers,thejargonofteenagegroups,the
technicalityofsomeonlinecommunities,thelanguagespecificto
recreationalgroups,theinteractionpatternsoftheclassroom,the
commonalitiesinmigrantandculturalgroups)

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English

Investigatehowevaluationcanbeexpressed

CurriculumF10

directlyandindirectlyusingdevices,for
exampleallusion,evocativevocabularyand
metaphor(ACELA1552)

Textstructureandorganisation
Understandthatauthorsinnovatewithtext

comparingtextsthatuseevaluativelanguageindifferentwaysprint
advertisements,editorials,talkbackradioandpoetryandidentifying
wordingsthatappraisethingsindirectly,throughevocativelanguage,
similesandmetaphorsthatdirecttheviewsofthereadersinparticular
ways

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experimentingwithwaystopresentpersonalviewpointsthroughwith
innovatingwithtexts

sequencinganddevelopinganargumentusingbasiclanguage
structuresthatsuggestconclusions(therefore,thusands o)orgive
reasons(since,because)orsuggestconditionals(ifthen)

experimentingwiththeuseofcolonsandsemicolonsinexpositions
andotherextendedwritingtoimproveprecisionandclarityof
expression

investigatinginstancesofcolonsandsemicolonsinexpositorytexts
anddiscusstheirusesinelaboratingonandclarifyingideasin
complexsentences

structuresandlanguageforspecific
purposesandeffects(ACELA1553)
Compareandcontrasttheuseofcohesive
devicesintexts,focusingonhowtheyserveto
signpostideas,tomakeconnectionsandto
buildsemanticassociationsbetweenideas
(ACELA1770)
Understandhowpunctuationisusedalong
withlayoutandfontvariationsinconstructing
textsfordifferentaudiencesandpurposes
(ACELA1556)

Expressinganddevelopingideas
Explainhowauthorsexperimentwiththe

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identifyingandanalysingaspectsofrhetoricinspeechesdrawnfrom
contemporaryandearliercontextsandstudentscreatingspeechesof
theirown

exploringsectionsofacademicandtechnicaltextsandanalysingthe
useofabstractnounstocompactanddistilinformation,structure
argumentandsummariseprecedingexplanations

investigatingtheuseofsymbols,forexampletheflag,thediggershat
andtheSouthernCrossinimages,filmsandpicturebooks,and
evaluatingtheircontributiontoviewersunderstandingofissues,for
examplenationalidentity,recognisingthatvisualandverbalsymbols
havedifferentmeaningsfordifferentgroups

comparingandcontrastingvocabularychoicesininformativeand
narrativetexts,consideringhowtheyareusedtocreateprecise
information,abstractideasand/orstylisticinterpretationsoftexts

identifyingexamplesofacronyms,abbreviationsandproprietarywords
whichareusedcreativelyintexts

structuresofsentencesandclausestocreate
particulareffects(ACELA1557)
Understandhowcertainabstractnounscan
beusedtosummariseprecedingor
subsequentstretchesoftext(ACELA1559)
Analyseandexplaintheuseofsymbols,
iconsandmythinstillandmovingimages
andhowtheseaugmentmeaning
(ACELA1560)

Identifyhowvocabularychoicescontributeto
specificity,abstractionandstylistic
effectiveness(ACELA1561)

Understandhowspellingisusedcreativelyin
textsforparticulareffects,forexample
characterisationandhumourandtorepresent
accentsandstylesofspeech(ACELA1562)

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English

CurriculumF10

Literature
Literatureandcontext
Interpretandcomparehowrepresentationsof

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exploringandreflectingonrepresentationsofvalues(forexamplelove,
freedom,integrity)inliteraturedrawnfromculturesandtimesdifferent
fromthestudentsown

exploringandreflectingonpersonalunderstandingoftheworldand
humanexperience,interpretedinliteraturedrawnfromculturesand
timesdifferentfromthestudentsown

reviewinghistoricalfictionornonfictionwrittenbyandaboutthe
peoplesofAsia

analysingliterarytextscreatedbyandaboutAboriginalandTorres
StraitIslanderpeoples(includingdocumentaries,picturebooks,print
textsandothermultimodaltexts)andalsotextsincludingfilm
producedbyandaboutpeoplesofAsianbackground,andconsidering
thedifferentwaysthesetextsrepresentpeople,places,thingsand
issues

peopleandcultureinliterarytextsaredrawn
fromdifferenthistorical,socialandcultural
contexts(ACELT1633)

Respondingtoliterature
Presentanargumentaboutaliterarytext

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interrogatingandmakingjudgmentsaboutatext,comparingothers
ideasagainstthestudentsownandreachinganindependent
decisionorsharedconsensusabouttheinterpretationsandideas
expressed

reflectingonanddiscussingresponsestoliteratureincludingplot
events,settingdetails,characterisation,themes,structureand
languagedevicesusedtoachieveparticulareffects,andcollaboratively
formulatingalistoffactorsthatcharacterisemerit

discussing,debatingandevaluatingthecinematicqualitiesand
successofafilmornewversionsofafilm

exploringthewaysthatcontexthasshapedtherepresentationof
particularcultures,suchasthroughtheanalysisofdifferingviewpoints
intextsaboutdifferentculturesorbycomparingthewaystextsfrom
differentperiodsrevealdifferencesinviewpoints(forexample
differencesintheportrayalofmigrantsintraditionalandmore
contemporaryliterature)

establishingawidereadinglistonaparticularissuebasedon
personalpreferenceandestablishingreasonsfortheinclusionof
thesetexts

basedoninitialimpressionsandsubsequent
analysisofthewholetext(ACELT1771)

Reflecton,discussandexplorenotionsof
literaryvalueandhowandwhysuchnotions
varyaccordingtocontext(ACELT1634)

Exploreandreflectonpersonal
understandingoftheworldandsignificant
humanexperiencegainedfrominterpreting
variousrepresentationsoflifemattersintexts
(ACELT1635)
Examiningliterature
Analysetextsfromfamiliarandunfamiliar

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comparingtextscreatedbythesameauthortodetermineliterarystyle,
assessingitsappealandpresentingthiscomparisontoothers

examininghowdifferentauthorsmakeuseofdeviceslikemyth,icons
andimageryandevaluatingtheeffectofthesechoicesonaudiences

contexts,anddiscussandevaluatetheir
contentandtheappealofanindividual
authorsliterarystyle(ACELT1636)

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English

Investigateandexperimentwiththeuseand

CurriculumF10

identifyingexamplesoflanguagedevicesinarangeofpoems,ballads
orpoeticextracts,andconsideringhowtheiruseaddstomeaningand
mayalsoinfluencetheemotionalresponsesoflistenersorreaders,in
varyingways

exploringhowlanguagedeviceslookorsoundinwrittenorspoken
texts,howtheycanbeidentified,purposestheyserveandwhateffect
theymighthaveonhowtheaudienceresponds

takingaparticularareaofstudy,atopicorthemeandexamininghow
differentauthorsmakeuseofdeviceslikemyth,iconsandimageryin
theirwork

evaluatingtheeffectonreadersoftextstructuresandlanguage
featuresofaliterarytextandcomparingthesewithothertexts

bycomparingtexts,writingorspeakingabouthowwelltheauthor
constructedtheopeningandclosingsectionsofthetextandused
hookstokeepthereader/viewer/listenerengagedandreading
on/watching/listeningtotheend

effectofextendedmetaphor,metonymy,
allegory,icons,mythsandsymbolismintexts,
forexamplepoetry,shortfilms,graphic
novels,andplaysonsimilarthemes
(ACELT1637)

Analysetextstructuresandlanguagefeatures
ofliterarytexts,andmakerelevant
comparisonswithothertexts(ACELT1772)

Creatingliterature

Elaborations

Createliterarytexts,includinghybridtexts,that
innovateonaspectsofothertexts,for
examplebyusingparody,allusionand
appropriation(ACELT1773)
Experimentwiththewaysthatlanguage

makinglanguagechoicesandchoosingparticularlanguagedevices
toachieveintendedeffects,forexamplebuildinginasurpriseortwist
intheendingofashortstoryorfinalsceneofafilm

takinganexistingshortstory,poem,playorspeechinprintformand
creatingashortvisualtextwhichisaccompaniedbyasoundtrack
containingmusicandsoundeffects,andwhichisintendedtoamuse
audienceswhoarefamiliarwiththeoriginaltext

creatingwritteninterpretationsoftraditionalandcontemporary
literaturewhichemploysdeviceslikemetaphor,symbol,allegoryand
myth,andevaluatingthecontributionofthesedevicestothe
interpretationofthetext

creatingwritteninterpretationsoftraditionalandcontemporarypoetry
(forexamplesonnetsandcontemporarysonglyrics)focusingontheir
useofsymbol,myth,iconsandimagery

features,imageandsoundcanbeadaptedin
literarytexts,forexampletheeffectsof
stereotypicalcharactersandsettings,the
playfulnessofhumourandpunandtheuseof
hyperlink(ACELT1638)

Literacy
Textsincontext

Elaborations

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English

Analysehowtheconstructionand

CurriculumF10

comparingperspectivesrepresentedintextsfromdifferenttimesand
places,includingtextsdrawnfrompopularculture

identifying,comparingandcreatingrelationshipsbetweentexts
(includingnovels,illustratedstories,socialissuecartoons,
documentaries,multimodaltexts)

reflectingonthenotionthatalltextsbuildonabodyofpriortextsina
culture

analysingandidentifyinghowsocioculturalvalues,attitudesand
beliefsareconveyedintexts,forexamplecomparingandanalysing
perspectivesaboutanAboriginalandTorresStraitIslanderissue
reportedincommercialmediacomparedtopublicandAboriginaland
TorresStraitIslandermedia

analysingandinterpretingassumptionsaboutgroupsthathave
shapedorinfluencedrepresentationsofpeople,places,eventsand
thingsandidentifyinghowlistenersandreadersarepositionedby
theserepresentations

interpretationoftexts,includingmediatexts,
canbeinfluencedbyculturalperspectives
andothertexts(ACELY1739)

Interactingwithothers
Listentospokentextsconstructedfordifferent

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comparingandevaluatingbiasorstereotypingandpresentingfindings
indiscussionsandpresentations

identifyingandcommentingonomissionsofinformationindifferent
texts

exploringandidentifyingmoralandethicaldimensionsofanissue
representedindifferenttexts,andhowthesealignorcontradictwith
personalandothersperspectives

understandingtheroleofintonation,pausing,combinationsofclause
andrhythminspokenlanguageandofpunctuation

participatinginpair,group,class,schoolandcommunityspeakingand
listeningsituations,includinginformalconversations,discussions,
debatesandpresentations

usingeffectivestrategiesfordialogueanddiscussioninarangeof
formalandinformalcontexts,includingspeakingclearlyandcoherently
andatappropriatelength,presentingapointofviewandlisteningto
otherviewpoints,andnegotiatinganagreedpositiononanissue

choosingvocabulary,spokentextandsentencestructuresfor
particularpurposesandaudiences,suchasdebatingatopicwitha
teamfromanotherschool,creatingavoiceoverforamedia
presentation,andadaptinglanguagechoicessuchasuseofsimiles,
metaphorsandpersonificationtomeettheperceivedaudienceneeds

selectingvoiceeffectssuchastone,volume,pitchandpacefortheir
specificeffects,suchasputtingforwardapointofvieworattemptingto
persuadeanaudiencetoacourseofaction

usinggraphicsandtextanimationstoaccompanyspokentext,for
examplepresentinganewsitemsuitableforacurrentaffairsprogram
thatalignsimagetospokentext,orestablishinghumourbycreatinga
disjunctbetweensound,imageandspokentext

purposes,forexampletoentertainandto
persuade,andanalysehowlanguage
featuresofthesetextspositionlistenersto
respondinparticularways(ACELY1740)

Useinteractionskillstopresentanddiscuss
anideaandtoinfluenceandengagean
audiencebyselectingpersuasivelanguage,
varyingvoicetone,pitch,andpace,andusing
elementssuchasmusicandsoundeffects
(ACELY1811)

Plan,rehearseanddeliverpresentations,
selectingandsequencingappropriatecontent
andmultimodalelementsforaestheticand
playfulpurposes(ACELY1741)
Interpreting,analysing,evaluating

Elaborations

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English

Interpret,analyseandevaluatehowdifferent

CurriculumF10

debatingthereliabilityofthecoverageinarangeofnewsmediaofa
contentiousissuesuchascommercialloggingofoldgrowthforests

evaluatingtechniquesusedtoconstructplotandcreateemotional
responsessuchascomparison,contrast,exaggeration,juxtaposition,
thechangingofchronologicalorder,ortheexpansionand
compressionoftime

constructingquestionstoframeananalysisofdiffering
representationsonmoralissuesintexts,andincludingacritical
analysisofapersonalviewintheoverallanalysisoftheissue

identifyingwhethertwotextsmayshareacommonpurposeor
audience,forexampleafeaturearticleonaparticularwebsiteorina
particularnewspaper

analysinghowissuesaredebatedandreportedinthemediain
differentcountries,andthepossiblereasonsforthis,forexample
whalinginJapanandAustralia

analysingandinterpretingassumptionsaboutgroupsthathave
shapedorinfluencedrepresentationsofpeople,places,eventsand
thingsidentifyinghowlisteners,viewersandreadersarepositioned
bytheserepresentations,andsupportingidentifiedpointswith
examples

predictingmeaningsofunfamiliarwordsbyusingmorphographic
patterns

evaluatingtechniquesusedtoconstructplotandcreateemotional
responses,forexamplecomparison,contrast,exaggeration,
juxtaposition,thechangingofchronologicalorder,ortheexpansion
andcompressionoftime

identifyingorcommentingontheauthor'sapproachesanduseof
techniques,design,formandstyle

perspectivesofissue,event,situation,
individualsorgroupsareconstructedtoserve
specificpurposesintexts(ACELY1742)

Applyanexpandingvocabularytoread
increasinglycomplextextswithfluencyand
comprehension(ACELY1743)
Usecomprehensionstrategiestointerpret
andanalysetexts,comparingandevaluating
representationsofanevent,issue,situation
orcharacterindifferenttexts(ACELY1744)
Exploreandexplainthecombinationsof
languageandvisualchoicesthatauthors
maketopresentinformation,opinionsand
perspectivesindifferenttexts(ACELY1745)
Creatingtexts
Createimaginative,informativeand

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presentingargumentsthatadvanceopinions,justifypositions,and
makejudgmentsinordertopersuadeothersaboutissuessuchthe
importanceofmaintainingbalanceinthebiosphere

creatingimaginativetextswithmainideasdevelopedthroughthe
interconnectionsofplot,settings,characters,thechangingof
chronologicalorder,foreshadowinginwritten,spokenanddigitaltexts

creatinginformativeandargumentativetextswithexplanations,details
andevidence

followingthestructureofanargumentwhichhasaseriesof
sequencedandlinkedparagraphs,beginningwithanoutlineofthe
stancetobetaken,aseriesofsupportedpointsthatdevelopalineof
argument,andaconclusionwhichsummarisesthemainlineof
argument

persuasivetextsthatpresentapointofview
andadvanceorillustratearguments,
includingtextsthatintegratevisual,print
and/oraudiofeatures(ACELY1746)

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Reviewandeditstudentsownandothers

CurriculumF10

checkingforrunonsentences,eliminatingunnecessarydetailor
repetition,andprovidingclearintroductoryandconcludingparagraphs

applyingwordprocessingfunctions,forexampleoutlining,standard
stylesandindexing

textstoimproveclarityandcontrolover
content,organisation,paragraphing,
sentencestructure,vocabularyand
audio/visualfeatures(ACELY1747)
Usearangeofsoftware,includingword
processingprograms,flexiblyand
imaginativelytopublishtexts(ACELY1748)

Year9achievementstandard
Receptivemodes(listening,readingandviewing)
BytheendofYear9,studentsanalysethewaysthattextstructurescanbemanipulatedforeffect.Theyanalyseandexplain
howimages,vocabularychoicesandlanguagefeaturesdistinguishtheworkofindividualauthors.
Theyevaluateandintegrateideasandinformationfromtextstoformtheirowninterpretations.Theyselectevidencefromthe
texttoanalyseandexplainhowlanguagechoicesandconventionsareusedtoinfluenceanaudience.Theylistenforways
textspositionanaudience.
Productivemodes(speaking,writingandcreating)
Studentsunderstandhowtouseavarietyoflanguagefeaturestocreatedifferentlevelsofmeaning.Theyunderstandhow
interpretationscanvarybycomparingtheirresponsestotextstotheresponsesofothers.Increatingtexts,students
demonstratehowmanipulatinglanguagefeaturesandimagescancreateinnovativetexts.
Studentscreatetextsthatrespondtoissues,interpretingandintegratingideasfromothertexts.Theymakepresentations
andcontributeactivelytoclassandgroupdiscussions,comparingandevaluatingresponsestoideasandissues.Theyedit
foreffect,selectingvocabularyandgrammarthatcontributetotheprecisionandpersuasivenessoftextsandusingaccurate
spellingandpunctuation.

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