# Australian Curriculum v9 crosswalk · Year 6 English Weeks 3–4

These are **partial content-description links** for ten short lessons, not the full Year 6 English curriculum, an achievement-standard judgement or a state/territory approval. The descriptions below are copied from the pinned official workbook import with plain-text whitespace normalisation. Each taught slice names what this pack actually addresses and what needs further teaching.

Source: [official ACARA v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), retrieved 2026-09-29; workbook SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The source-row numbers allow exact matching against that snapshot.

| Official code | Workbook row | Level / area | Official content description | Taught slice and limit |
| --- | ---: | --- | --- | --- |
| AC9E6LA02 | 722 | Year 6 / English | understand the uses of objective and subjective language, and identify bias | Days 12, 14: subjective headline and bounded wording; this does not teach every possible bias form. |
| AC9E6LA03 | 727 | Year 6 / English | explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features | Days 16–17: stages of a short persuasive decision note; other genres remain for later weeks. |
| AC9E6LA04 | 732 | Year 6 / English | understand that cohesion can be created by the intentional use of repetition, and the use of word associations | Day 19: intentional repetition of a proposal phrase for cohesion; word associations are not fully treated. |
| AC9E6LA05 | 736 | Year 6 / English | understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas | Day 18: one restrictive embedded `that` clause; broader complex-sentence repertoire remains open. |
| AC9E6LA06 | 739 | Year 6 / English | understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups | Days 18, 20: reporting verbs and modal strength; elaborated tense and adverb groups need further teaching. |
| AC9E6LA07 | 743 | Year 6 / English | identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning | Days 12, 15: poster hierarchy and tally tables; diagrams, maps and graphs need later examples. |
| AC9E6LA09 | 751 | Year 6 / English | understand how to use the comma for lists, to separate a dependent clause from an independent clause, and in dialogue | Days 18, 20: comma after a fronted dependent clause; list and dialogue uses are not assessed here. |
| AC9E6LY01 | 781 | Year 6 / English | examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created | Days 11, 13, 15, 20: creator, audience and creation context of invented media texts. |
| AC9E6LY02 | 786 | Year 6 / English | use 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 | Days 13–14, 16, 19–20: source-linked paraphrase, neutral questions and bounded arguments. |
| AC9E6LY03 | 791 | Year 6 / English | analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences | Days 12, 17: how hierarchy and stages influence readers in two invented forms. |
| AC9E6LY05 | 797 | Year 6 / English | use 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 | Days 11, 13–15: predict, summarise, question and compare invented sources. |
| AC9E6LY06 | 805 | Year 6 / English | plan, 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 | Days 16–20: plan, draft, revise and share a short persuasive note; wider purposes remain for the year. |
| AC9E6LY07 | 810 | Year 6 / English | plan, 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 | Day 19: rehearse and optionally deliver a private short pitch; cue-card planning alone is not delivery evidence. |

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Downloaded from the Australian Curriculum website (accessed 29 September 2026) and modified for plain-text display. Curriculum material is licensed under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). [Terms and exclusions](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). ACARA does not endorse SubjectNest; SubjectNest is not affiliated with, sponsored or approved by ACARA.

This is a dated source snapshot, not live synchronisation. Check the current official source and each state/territory implementation before reissue. See [sources, rights and review](SOURCES-AND-REVIEW.md).