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Years 3 and 4 · Languages · Communicating meaning in [Language]

AC9L2F4C05

create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple phrases and sentences, and modelled textual conventions

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 Communicating meaning in [Language] in Years 3 and 4.

AC9L1F4C01

initiate exchanges and respond to modelled questions about self, others and the learning environment, using modelled expressions

AC9L1F4C02

participate in activities that involve planning with others, using a range of phrases and modelled structures in familiar contexts

AC9L1F4C03

locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts

AC9L1F4C04

develop strategies to comprehend and adjust [Language] language to convey cultural meaning

AC9L1F4C05

create and present informative and imaginative spoken, written and multimodal texts, using formulaic expressions, simple phrases and sentences, and modelled textual conventions

AC9L2F4C01

initiate exchanges and respond to modelled questions about self, others and the learning environment, using formulaic expressions

AC9L2F4C02

participate in activities that involve planning with others, using a range of familiar phrases and modelled structures

AC9L2F4C03

locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts

AC9L2F4C04

develop strategies to comprehend and adjust [Language] language in familiar contexts to convey cultural meaning

AC9LRF4C01

initiate exchanges and respond to modelled questions about self, others and the learning environment, using formulaic expressions

AC9LRF4C02

participate in activities that involve planning with others, using a range of familiar phrases and modelled structures

AC9LRF4C03

locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts

AC9LRF4C04

develop strategies to comprehend and adjust [Language] language in familiar contexts to convey cultural meaning

AC9LRF4C05

create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple phrases and sentences, and modelled textual conventions

The same idea, year by year

Where AC9L2F4C05 comes from and where it goes, for a student working below or above Years 3 and 4.

  1. Years 1 and 2AC9L1F2C01exchange greetings and personal introductions, and respond to instructions and routines
  2. Years 1 and 2AC9L1F2C02participate in a range of guided, play-based language activities, using modelled expressions and visual and spoken cues
  3. Years 1 and 2AC9L1F2C03locate, with support, key information in familiar texts and respond using gestures, images, words and modelled phrases
  4. Years 1 and 2AC9L1F2C04recognise that language carries cultural meaning in everyday social interactions
  5. Years 1 and 2AC9L1F2C05use words, familiar phrases and modelled language to create spoken, written and multimodal texts
  6. Years 1 and 2AC9L2F2C01recognise and respond to modelled greetings, instructions and routines; and personal introductions
  7. Years 1 and 2AC9L2F2C02participate in a range of guided, play-based language activities, using formulaic expressions and visual and spoken cues
  8. Years 1 and 2AC9L2F2C03locate, with support, key information in familiar texts and respond using gestures, images, words and formulaic phrases
  9. Years 1 and 2AC9L2F2C04notice that language carries cultural meaning in greetings, introductions, instructions and routines
  10. Years 1 and 2AC9L2F2C05use words, familiar phrases and modelled language to create spoken, written and multimodal texts
  11. Years 1 and 2AC9LRF2C01recognise and respond to modelled greetings, instructions and routines; and personal introductions
  12. Years 1 and 2AC9LRF2C02participate in a range of guided, play-based language activities, using formulaic expressions and visual and spoken cues
  13. Years 1 and 2AC9LRF2C03locate, with support, key information in familiar texts and respond using gestures, images, words and formulaic phrases
  14. Years 1 and 2AC9LRF2C04notice that language carries cultural meaning in greetings, introductions, instructions and routines
  15. Years 1 and 2AC9LRF2C05use words, familiar phrases and modelled language to create spoken, written and multimodal texts
  16. Years 5 and 6AC9L1F6C01initiate and sustain modelled exchanges in familiar contexts related to Country/Place and students’ personal worlds
  17. Years 5 and 6AC9L1F6C02participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas
  18. Years 5 and 6AC9L1F6C03locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose
  19. Years 5 and 6AC9L1F6C04apply strategies to interpret and convey meaning in [Language] language in non-verbal, spoken and written cultural contexts
  20. Years 5 and 6AC9L1F6C05create and present a range of informative and imaginative spoken, written and multimodal texts, using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type
  21. Years 5 and 6AC9L2F6C01initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and learning environment
  22. Years 5 and 6AC9L2F6C02participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas
  23. Years 5 and 6AC9L2F6C03locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose
  24. Years 5 and 6AC9L2F6C04apply strategies to interpret and convey meaning in [Language] language in familiar non-verbal, spoken and written cultural contexts
  25. Years 5 and 6AC9L2F6C05create and present a range of informative and imaginative spoken, written and multimodal texts, using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type
  26. Years 5 and 6AC9LRF6C01initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and learning environment
  27. Years 5 and 6AC9LRF6C02participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas
  28. Years 5 and 6AC9LRF6C03locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose
  29. Years 5 and 6AC9LRF6C04apply strategies to interpret and convey meaning in [Language] language in familiar non-verbal, spoken and written cultural contexts
  30. Years 5 and 6AC9LRF6C05create and present a range of informative and imaginative spoken, written and multimodal texts, using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type

Planning against AC9L2F4C05?

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.