Official source: Australian Curriculum Version 9 downloads, workbook downloaded 29 September 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Rows and wording below are exact from the pinned local import data/frameworks/acara-v9.json; they are curriculum reference text, not SubjectNest authorship. ACARA copyright/terms apply and ACARA has not endorsed this pack. QCAA P–10 English v9 is the Queensland implementation entry, not a completed local mapping.
| Code | Workbook row | Exact level | Exact content description |
|---|---|---|---|
| AC9E5LA01 | 616 | Year 5 | understand that language is selected for social contexts and that it helps to signal social roles and relationships |
| AC9E5LA02 | 620 | Year 5 | understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources |
| AC9E5LA03 | 623 | Year 5 | 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 | 627 | Year 5 | 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 | 632 | Year 5 | 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 | 634 | Year 5 | 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 | 636 | Year 5 | explain how the sequence of images in print, digital and film texts has an effect on meaning |
| AC9E5LA08 | 641 | Year 5 | 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 |
| AC9E5LE02 | 657 | Year 5 | present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of others |
| AC9E5LE03 | 661 | Year 5 | recognise that the point of view in a literary text influences how readers interpret and respond to events and characters |
| AC9E5LE04 | 664 | Year 5 | examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs |
| AC9E5LE05 | 668 | Year 5 | create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced |
| AC9E5LY02 | 677 | Year 5 | 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 | 683 | Year 5 | explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text |
| AC9E5LY04 | 686 | Year 5 | navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming |
| AC9E5LY05 | 690 | Year 5 | use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas |
| AC9E5LY06 | 695 | Year 5 | 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 |
| AC9E5LY07 | 702 | Year 5 | 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 |
| AC9E5LY09 | 709 | Year 5 | build and spell new words from knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations |
Narrow proposed uses
| Code | What would actually be observed in this draft |
|---|---|
| AC9E5LA01 | Day 11: compare the named team voice and an anonymous persuasive poster; role/relationship inference is bounded. |
| AC9E5LA02 | Days 11–15: replace bare assertions with exact source method, other views and questions. |
| AC9E5LA03 | Days 11/15: distinguish notice stages and poster purpose, including multimodal organisation. |
| AC9E5LA04 | Day 13: move sentence/paragraph starting points so the reader can follow message and limit. |
| AC9E5LA05 | Day 18: use a complete main-plus-dependent sentence for a sourced condition. |
| AC9E5LA06 | Day 18: expand a noun group only with details present in the story. |
| AC9E5LA07 | Days 14/15/19: reorder original image panels and explain first meaning versus later caption. |
| AC9E5LA08 | Day 12: distinguish precise trial, sleeve and durability terms from vague claims. |
| AC9E5LE02 | Days 16–17: give and reconsider a text-grounded literary opinion using device/viewpoint terms. |
| AC9E5LE03 | Days 16/20: examine limits of a first-person narrator and a second account. |
| AC9E5LE04 | Days 17/20: explain the effect of sourced simile, metaphor or personification. |
| AC9E5LE05 | Days 19/20: make and edit an original fictional scene or alternate viewpoint. |
| AC9E5LY02 | Days 11/16/19: paraphrase a partner, ask for source line, justify respectful response where interaction occurs. |
| AC9E5LY03 | Day 11: compare characteristics and purpose of an information notice and persuasive poster. |
| AC9E5LY04 | Days 12/15: skim, scan and confirm in full context for a specific question. |
| AC9E5LY05 | Throughout: literal/inferred meaning and monitoring against exact line/source limit. |
| AC9E5LY06 | Days 13–15/18–20: plan, compose, edit and share short purposeful written/multimodal work; publication depends on local approval. |
| AC9E5LY07 | Day 19: rehearse/present a developed multimodal scene if delivery actually occurs; modality details recorded. |
| AC9E5LY09 | Days 12/18: build transparent re- words from known bases; do not falsely split repair. |
Boundaries: This is a partial fortnight, not a Year 5 achievement-standard judgment. Text A is invented; its team label is not external authority. Texts C/D are original fictional viewpoints and do not replace the required range of Australian, First Nations Australian and world literature across a year. No local language, Country/Place knowledge, translated text, real child data or state approval is implied. Independent print reading, adult-read comprehension, literary interpretation, spelling, written composition and spoken delivery are recorded separately.
Original SubjectNest crosswalk analysis © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. Credit, link and indicate changes. Source descriptions remain under ACARA terms.