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Year 9 · English · Literacy

AC9E9LY03

analyse and evaluate how language features are used to represent a perspective of an issue, event, situation, individual or group

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 9.

AC9E9LY01

analyse how representations of people, places, events and concepts reflect contexts

AC9E9LY02

listen to spoken texts that have different purposes and audiences, analysing how language features position listeners to respond in particular ways, and use interacting skills to present and discuss opinions regarding these texts

AC9E9LY04

analyse the organisation of ideas in paragraphs and extended texts, and evaluate its impact on meaning

AC9E9LY05

use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to compare and contrast ideas and opinions in and between texts

AC9E9LY06

plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas, and selecting text structures, language features, literary devices and multimodal features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical

AC9E9LY07

plan, create, rehearse and deliver spoken and multimodal presentations for purpose and audience, using language features, literary devices and features of voice such as volume, tone, pitch and pace, and organising, expanding and developing ideas in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical

AC9E9LY08

understand how spelling is used in texts for particular effects; for example, characterisation, humour and to represent accents and distinctive speech

The same idea, year by year

Where AC9E9LY03 comes from and where it goes, for a student working below or above Year 9.

  1. Year 8AC9E8LY01identify how texts reflect contexts
  2. Year 8AC9E8LY02use interaction skills for identified purposes and situations, including when supporting or challenging the stated or implied meanings of spoken texts in presentations or discussion
  3. Year 8AC9E8LY03analyse and evaluate the ways that language features vary according to the purpose and audience of the text, and the ways that sources and quotations are used in a text
  4. Year 8AC9E8LY04analyse how authors organise ideas to develop and shape meaning
  5. Year 8AC9E8LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to interpret and evaluate ideas in texts
  6. Year 8AC9E8LY06plan, create, edit and publish written and multimodal texts, organising and expanding ideas, and selecting text structures, language features, literary devices and visual features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical
  7. Year 8AC9E8LY07plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical
  8. Year 8AC9E8LY08apply learnt knowledge to spell accurately and to learn new words
  9. Year 10AC9E10LY01analyse and evaluate how people, places, events and concepts are represented in texts and reflect contexts
  10. Year 10AC9E10LY02listen to spoken texts and explain the purposes and effects of text structures and language features, and use interaction skills to discuss and present an opinion about these texts
  11. Year 10AC9E10LY03analyse and evaluate how language features are used to implicitly or explicitly represent values, beliefs and attitudes
  12. Year 10AC9E10LY04analyse and evaluate how authors organise ideas in texts to achieve a purpose
  13. Year 10AC9E10LY05integrate comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to analyse and interpret complex and abstract ideas
  14. Year 10AC9E10LY06plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas through experimenting with text structures, language features, literary devices and multimodal features for specific purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical
  15. Year 10AC9E10LY07plan, create, rehearse and deliver spoken and multimodal presentations by experimenting with rhetorical devices, and the organisation and development of ideas, to engage audiences for different purposes in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical
  16. Year 10AC9E10LY08use knowledge of the spelling system to spell words and to manipulate standard spelling for particular effects

Planning against AC9E9LY03?

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.