# ACARA v9 crosswalk · Year 8 English Weeks 3–4

**Pinned source:** [Australian Curriculum Version 9.0 official workbook](https://www.australiancurriculum.edu.au/downloads), retrieved 29 September 2026, original XLSX SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`; exact source-row import in local `products/curriculum-studio/data/frameworks/acara-v9.json`. Wording below is the official content description after plain-text whitespace normalisation. All entries are **Year 8 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 8 content description | Day(s) with a planned action |
| --- | ---: | --- | --- |
| `AC9E8LA02` | 934 | understand how layers of meaning can be created when evaluating by using literary devices such as simile and metaphor | 14 (A margin can mean more than a measurement), 18 (A line and a voice) |
| `AC9E8LA03` | 937 | explain how texts are structured depending on their purpose and how language features vary, recognising that some texts are hybrids that combine different genres or elements of different genres | 12 (The hybrid caption's two jobs), 16 (“At most” is not “everyone”) |
| `AC9E8LA04` | 941 | understand how cohesion in texts is improved by strengthening the internal structure of paragraphs with examples, quotations and substantiation of claims | 13 (Make the paragraph earn its claim), 15 (Fresh hybrid explanation check), 17 (Who is hidden by “allocation”?) |
| `AC9E8LA05` | 944 | examine a variety of clause structures including embedded clauses that add information and expand ideas in sentences | 13 (Make the paragraph earn its claim) |
| `AC9E8LA06` | 947 | understand the effect of nominalisation in texts | 17 (Who is hidden by “allocation”?), 20 (Fresh rule and audience check) |
| `AC9E8LA08` | 952 | identify and use vocabulary typical of academic texts | 11 (Two expressions, one stated model), 16 (“At most” is not “everyone”) |
| `AC9E8LA09` | 955 | understand and use punctuation conventions including semicolons and dashes to extend ideas and support meaning | 18 (A line and a voice) |
| `AC9E8LE02` | 964 | share opinions about the language features, literary devices and text structures that contribute to the styles of literary texts | 18 (A line and a voice) |
| `AC9E8LE03` | 967 | explain how language and/or images in texts position readers to respond and form viewpoints | 14 (A margin can mean more than a measurement), 18 (A line and a voice) |
| `AC9E8LE05` | 973 | analyse how language features such as sentence patterns create tone, and literary devices such as imagery create meaning and effect | 14 (A margin can mean more than a measurement), 18 (A line and a voice) |
| `AC9E8LE06` | 978 | create and edit literary texts that experiment with language features and literary devices for particular purposes and effects | 18 (A line and a voice) |
| `AC9E8LY02` | 989 | use interaction skills for identified purposes and situations, including when supporting or challenging the stated or implied meanings of spoken texts in presentations or discussion | 19 (Challenge a promise fairly) |
| `AC9E8LY03` | 994 | analyse and evaluate the ways that language features vary according to the purpose and audience of the text, and the ways that sources and quotations are used in a text | 12 (The hybrid caption's two jobs), 15 (Fresh hybrid explanation check), 16 (“At most” is not “everyone”), 17 (Who is hidden by “allocation”?), 20 (Fresh rule and audience check) |
| `AC9E8LY04` | 997 | analyse how authors organise ideas to develop and shape meaning | 11 (Two expressions, one stated model), 13 (Make the paragraph earn its claim) |
| `AC9E8LY05` | 1002 | use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to interpret and evaluate ideas in texts | 11 (Two expressions, one stated model), 14 (A margin can mean more than a measurement), 18 (A line and a voice) |
| `AC9E8LY06` | 1007 | plan, create, edit and publish written and multimodal texts, organising and expanding ideas, and selecting text structures, language features, literary devices and visual features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical | 13 (Make the paragraph earn its claim), 15 (Fresh hybrid explanation check), 17 (Who is hidden by “allocation”?), 19 (Challenge a promise fairly), 20 (Fresh rule and audience check) |
| `AC9E8LY07` | 1012 | plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical | 19 (Challenge a promise fairly) |

## How to interpret these links

Codes identify a **part** of a description addressed by a task. Source evaluation uses fictional paper display and timing models; no real site, event, wall or visitor has been studied. The literary work includes one original vignette and poem; the simile/metaphor, viewpoint and punctuation tasks sample only a small part of the language/literature descriptions. A school must plan a far wider range of Australian, First Nations Australian and world-authored literature with rights and cultural protocols; original SubjectNest texts cannot replace this. Creation codes receive draft, edit and private reader-test opportunities, not the full range of purposes, modes or publication. LY07 has actual private spoken delivery only for a learner who takes that route; an AAC or written response is recorded as that route rather than invented vocal evidence. A read-aloud response is listening-supported comprehension, not independently decoded reading.

The [Day 15 and 20 checks](ASSESSMENT.md) sample transfer to new texts. The separate [staff key](TEACHER-KEY.md) 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](https://www.australiancurriculum.edu.au/downloads) (accessed 29 September 2026) and modified only for plain-text whitespace and selected rows, under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) subject to [ACARA terms and exclusions](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). ACARA does not endorse SubjectNest. Original crosswalk commentary © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.