Pinned source: Australian Curriculum Version 9.0 official workbook, retrieved 29 September 2026, original XLSX SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3; exact source-row import in the local framework. Wording below is the official content description after plain-text whitespace normalisation. All entries are Year 7 English. These are selected lesson opportunities, not whole-description completion, a national achievement decision or local syllabus approval.
| Code | Original workbook row | Exact official Year 7 content description | Day(s) with a planned action |
|---|---|---|---|
AC9E7LA02 |
831 | recognise language used to evaluate texts including visual and multimodal texts, and how evaluations of a text can be substantiated by reference to the text and other sources | 11 (Agreement is not identification), 13 (Which feedback can you use?), 15 (Fresh explanation check) |
AC9E7LA03 |
836 | identify and describe how texts are structured differently depending on their purpose and how language features vary in texts | 12 (Make a paragraph carry the limit), 18 (Build a reader's route through an explanation) |
AC9E7LA04 |
840 | understand that the cohesion of texts relies on devices that signal structure and guide readers, such as overviews and initial and concluding paragraphs | 12 (Make a paragraph carry the limit), 15 (Fresh explanation check), 18 (Build a reader's route through an explanation), 19 (Keep the younger reader in the room) |
AC9E7LA05 |
844 | understand how complex and compound-complex sentences can be used to elaborate, extend and explain ideas | 14 (One sentence, three jobs) |
AC9E7LA06 |
848 | understand how consistency of tense through verbs and verb groups achieves clarity in sentences | 14 (One sentence, three jobs) |
AC9E7LA08 |
855 | investigate the role of vocabulary in building specialist and technical knowledge, including terms that have both everyday and technical meanings | 16 (When a word changes its job), 18 (Build a reader's route through an explanation), 20 (Fresh reading, explanation and language check) |
AC9E7LA09 |
858 | understand the use of punctuation including colons and brackets to support meaning | 14 (One sentence, three jobs) |
AC9E7LE03 |
871 | explain the ways that literary devices and language features such as dialogue, and images are used to create character, and to influence emotions and opinions in different types of texts | 17 (A word can hold two meanings in a story) |
AC9E7LE05 |
878 | identify and explain the ways that characters, settings and events combine to create meaning in narratives | 17 (A word can hold two meanings in a story) |
AC9E7LE06 |
881 | identify and explain how literary devices create layers of meaning in texts including poetry | 17 (A word can hold two meanings in a story), 20 (Fresh reading, explanation and language check) |
AC9E7LY02 |
899 | use interaction skills when discussing and presenting ideas and information including evaluations of the features of spoken texts | 13 (Which feedback can you use?), 19 (Keep the younger reader in the room) |
AC9E7LY03 |
906 | analyse the ways in which language features shape meaning and vary according to audience and purpose | 12 (Make a paragraph carry the limit), 15 (Fresh explanation check), 20 (Fresh reading, explanation and language check) |
AC9E7LY04 |
909 | explain the structure of ideas such as the use of taxonomies, cause and effect, extended metaphors and chronology | 16 (When a word changes its job) |
AC9E7LY05 |
911 | use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to analyse and summarise information and ideas | 11 (Agreement is not identification), 13 (Which feedback can you use?), 16 (When a word changes its job), 17 (A word can hold two meanings in a story) |
AC9E7LY06 |
916 | plan, create, edit and publish written and multimodal texts, selecting subject matter, and using text structures, language features, literary devices and visual features as appropriate to convey information, ideas and opinions in ways that may be imaginative, reflective, informative, persuasive and/or analytical | 14 (One sentence, three jobs), 15 (Fresh explanation check), 18 (Build a reader's route through an explanation), 19 (Keep the younger reader in the room), 20 (Fresh reading, explanation and language check) |
How to interpret these links
Codes identify a part of a description addressed by a task. Source evaluation uses fictional paper logs and comments; it does not establish actual biology, transport or product claims. Language analysis reaches paired captions, the technical/everyday uses of number words, one original literary vignette and one poem; Year 7's much wider requirement for works by First Nations Australian and diverse Australian/world authors remains for a school to plan and source with rights and protocols. Creation codes receive draft, edit and private reader-test opportunities, not a blanket claim that all modes/purposes or publication requirements are complete. Spoken discussion is observed only where it actually occurs; an AAC or written route is captured as that route. A read-aloud response is listening-supported comprehension, not independently decoded reading.
The Day 15 and 20 checks sample transfer to new texts. The separate staff key gives criterion-level next moves; neither check alone decides the achievement standard. State/territory scope, school timetable, accessibility and text selection require local review.
ACARA attribution: © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (accessed 29 September 2026) and modified only for plain-text whitespace and selected rows, under CC BY 4.0 subject to ACARA terms and exclusions. ACARA does not endorse SubjectNest. Original crosswalk commentary © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.