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Year 5 · English · Language

AC9E5LA01

understand that language is selected for social contexts and that it helps to signal social roles and relationships

The content description above is Australian Curriculum, Assessment and Reporting Authority (ACARA)’s own wording, reproduced unmodified from the Australian Curriculum v9.0, read in August 2026, and licensed CC BY 4.0.

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website and was not modified. ACARA does not endorse this product and is not affiliated with it.

Taught alongside it

The rest of Language in Year 5.

AC9E5LA02

understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources

AC9E5LA03

describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts

AC9E5LA04

understand how texts can be made cohesive by using the starting point of a sentence or paragraph to give prominence to the message and to guide the reader through the text

AC9E5LA05

understand that the structure of a complex sentence includes a main clause and at least one dependent clause, and understand how writers can use this structure for effect

AC9E5LA06

understand how noun groups can be expanded in a variety of ways to provide a fuller description of a person, place, thing or idea

AC9E5LA07

explain how the sequence of images in print, digital and film texts has an effect on meaning

AC9E5LA08

understand how vocabulary is used to express greater precision of meaning, including through the use of specialist and technical terms, and explore the history of words

AC9E5LA09

use commas to indicate prepositional phrases, and apostrophes where there is multiple possession

The same idea, year by year

Where AC9E5LA01 comes from and where it goes, for a student working below or above Year 5.

  1. Year 4AC9E4LA01explore language used to develop relationships in formal and informal situations
  2. Year 4AC9E4LA02identify the subjective language of opinion and feeling, and the objective language of factual reporting
  3. Year 4AC9E4LA03identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes
  4. Year 4AC9E4LA04identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas
  5. Year 4AC9E4LA05identify text navigation features of online texts that enhance readability including headlines, drop-down menus, links, graphics and layout
  6. Year 4AC9E4LA06understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality
  7. Year 4AC9E4LA07investigate how quoted (direct) and reported (indirect) speech are used
  8. Year 4AC9E4LA08understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity
  9. Year 4AC9E4LA09understand past, present and future tenses and their impact on meaning in a sentence
  10. Year 4AC9E4LA10explore the effect of choices when framing an image, placement of elements in the image and salience on composition of still and moving images in texts
  11. Year 4AC9E4LA11expand vocabulary by exploring a range of synonyms and antonyms, and using words encountered in a range of sources
  12. Year 4AC9E4LA12understand that punctuation signals dialogue through quotation marks and that dialogue follows conventions for the use of capital letters, commas and boundary punctuation
  13. Year 6AC9E6LA01understand that language varies as levels of formality and social distance increase
  14. Year 6AC9E6LA02understand the uses of objective and subjective language, and identify bias
  15. Year 6AC9E6LA03explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features
  16. Year 6AC9E6LA04understand that cohesion can be created by the intentional use of repetition, and the use of word associations
  17. Year 6AC9E6LA05understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas
  18. Year 6AC9E6LA06understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups
  19. Year 6AC9E6LA07identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
  20. Year 6AC9E6LA08identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole
  21. Year 6AC9E6LA09understand how to use the comma for lists, to separate a dependent clause from an independent clause, and in dialogue

Planning against AC9E5LA01?

Daily Work Pad reads codes like this one out of your forward plan and carries them onto your lessons and worksheets. The pilot is invite-only for now.