Pinned source: Official ACARA Version 9.0 workbook, accessed 29 September 2026; original XLSX SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Each code, row, level and exact description below is checked against the actual Learning areas workbook cell and local data/frameworks/acara-v9.json import. See source and rights.
| Code | Workbook row | Exact level | Area / subject | Exact official content description | Day/action | Coverage boundary |
|---|---|---|---|---|---|---|
AC9E10LA03 |
1120 | Year 10 | English / English | analyse text structures and language features and evaluate their effectiveness in achieving their purpose | 13 (A headline can outrun provenance), 16 (The denominator a report puts in view), 20 (Fresh report-structure check) | Short fictional notice and report structures; not the range of Year 10 texts. |
AC9E10LA04 |
1124 | Year 10 | English / English | understand how paragraph structure can be varied to create cohesion, and paragraphs and images can be integrated for different purposes | 17 (An unreadable category is still in the total), 19 (Two paragraphs for an honest reader) | Cohesive method/report paragraphs and captions; wider paragraph-image integration remains. |
AC9E10LA05 |
1129 | Year 10 | English / English | analyse and evaluate the effectiveness of particular sentence structures to express and craft ideas | 12 (A method paragraph readers can repeat on paper), 18 (Evaluation words imply values) | Selected qualification, concession and front-loaded-scope sentences only. |
AC9E10LA08 |
1139 | Year 10 | English / English | use an expanded technical and academic vocabulary for precision when writing academic texts | 12 (A method paragraph readers can repeat on paper), 19 (Two paragraphs for an honest reader) | A few exact method/report terms used for precision; broader academic vocabulary remains. |
AC9E10LE04 |
1158 | Year 10 | English / English | evaluate the social, moral or ethical positions represented in literature | 14 (The ethical position in a quiet fiction scene) | One original fictional ethical scene with evidence-based readings; literature breadth remains. |
AC9E10LY03 |
1184 | Year 10 | English / English | analyse and evaluate how language features are used to implicitly or explicitly represent values, beliefs and attitudes | 13 (A headline can outrun provenance), 17 (An unreadable category is still in the total), 18 (Evaluation words imply values), 20 (Fresh report-structure check) | Values implied by fictional report wording; no inference about real authors or groups. |
AC9E10LY04 |
1186 | Year 10 | English / English | analyse and evaluate how authors organise ideas in texts to achieve a purpose | 11 (What did the source actually count?), 13 (A headline can outrun provenance), 15 (Fresh source-and-method check), 16 (The denominator a report puts in view) | Question/method/report order in selected constructed sources only. |
AC9E10LY05 |
1190 | Year 10 | English / English | integrate comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to analyse and interpret complex and abstract ideas | 11 (What did the source actually count?), 14 (The ethical position in a quiet fiction scene), 15 (Fresh source-and-method check) | Close reading, monitoring and inference in selected texts; not every strategy or complex genre. |
AC9E10LY06 |
1195 | Year 10 | English / English | plan, 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 | 12 (A method paragraph readers can repeat on paper), 15 (Fresh source-and-method check), 19 (Two paragraphs for an honest reader), 20 (Fresh report-structure check) | Plan, create and edit local fictional reports; no public learner publication is required or claimed. |
Reading this crosswalk
A code marks an opportunity for part of the description. The original paper-index case, ethical fiction scene and tag reports do not cover broad Year 10 genre, author, text or literature requirements. Local teachers must check state/territory syllabus adoption and student access. The publicly accessible Days 15/20 prompts are narrow fresh practice transfers, not secure exams or an achievement-standard decision. No classroom outcome, translated edition, First Nations cultural content or actual service evidence is claimed.
ACARA attribution: © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Selected wording from the Australian Curriculum website, accessed 29 September 2026, whitespace normalised, under CC BY 4.0 subject to ACARA terms. ACARA does not endorse SubjectNest. Original commentary © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.