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Year 5 · English · Literacy

AC9E5LY06

plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation

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 Literacy in Year 5.

AC9E5LY01

describe the ways in which a text reflects the time and place in which it was created

AC9E5LY02

use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea

AC9E5LY03

explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text

AC9E5LY04

navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming

AC9E5LY05

use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas

AC9E5LY07

plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features

AC9E5LY08

use phonic, morphemic and vocabulary knowledge to read and spell words that share common letter patterns but have different pronunciations

AC9E5LY09

build and spell new words from knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations

AC9E5LY10

explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word

The same idea, year by year

Where AC9E5LY06 comes from and where it goes, for a student working below or above Year 5.

  1. Year 4AC9E4LY01compare texts from different times with similar purposes and audiences to identify similarities and differences in their depictions of events
  2. Year 4AC9E4LY02listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information
  3. Year 4AC9E4LY03identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
  4. Year 4AC9E4LY04read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
  5. Year 4AC9E4LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
  6. Year 4AC9E4LY06plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
  7. Year 4AC9E4LY07plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume
  8. Year 4AC9E4LY08write words using clearly formed joined letters, with developing fluency and automaticity
  9. Year 4AC9E4LY09understand how to use and apply phonological and morphological knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes
  10. Year 4AC9E4LY10understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words
  11. Year 4AC9E4LY11read and write high-frequency words including homophones and know how to use context to identify correct spelling
  12. Year 6AC9E6LY01examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created
  13. Year 6AC9E6LY02use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions
  14. Year 6AC9E6LY03analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences
  15. Year 6AC9E6LY04select, navigate and read texts for a range of purposes, monitoring meaning and evaluating the use of structural features; for example, table of contents, glossary, chapters, headings and subheadings
  16. Year 6AC9E6LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources
  17. Year 6AC9E6LY06plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
  18. Year 6AC9E6LY07plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features
  19. Year 6AC9E6LY08use phonic knowledge of common and less common grapheme–phoneme relationships to read and write increasingly complex words
  20. Year 6AC9E6LY09use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words

Planning against AC9E5LY06?

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.