# Exact ACARA v9 crosswalk · Year 9 English Weeks 3–4

These six links are **partial content-description encounters**, not complete Year 9 English, an achievement-standard judgement or a state/territory adoption claim. The taught slice distinguishes the specific authored evidence from the wider official description.

Source: [official ACARA Version 9.0 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), retrieved 2026-09-29; source workbook SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. Exact code, `source_row`, level, subject and wording below come from the pinned local import. [Source and rights ledger](SOURCES-AND-REVIEW.md).

| Code | Workbook row | Exact level / area / subject | Full official content description | Taught slice and remaining scope |
| --- | ---: | --- | --- | --- |
| `AC9E9LA04` | 1033 | Year 9 / English / English | investigate a range of cohesive devices that condense information in texts, including nominalisation, and devices that link, expand and develop ideas, including text connectives | Days 11–15, 18, 20: selected time/reason/contrast connectives, reference chains and nominalised actions in short original texts; not the full range of cohesive devices. |
| `AC9E9LA06` | 1038 | Year 9 / English / English | understand how abstract nouns and nominalisation can be used to summarise ideas in text | Days 13, 15–17, 19–20: unpack and use compact nouns in report/fiction, separating supported summary from overclaim; small text set only. |
| `AC9E9LE06` | 1066 | Year 9 / English / English | create and edit literary texts, that may be a hybrid, that experiment with text structures, language features and literary devices for purposes and audiences | Day 19: a short invented scene and saved edit, with one deliberate abstract noun/reference effect; not a full literary writing unit or hybrid range. |
| `AC9E9LY04` | 1085 | Year 9 / English / English | analyse the organisation of ideas in paragraphs and extended texts, and evaluate its impact on meaning | Days 11–12, 14, 16, 18, 20: compare and revise short sequence/paragraph organisation for an absent reader; extended texts remain to be taught. |
| `AC9E9LY05` | 1088 | Year 9 / English / English | use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to compare and contrast ideas and opinions in and between texts | Days 13, 15, 17: compare report drafts and fiction/log claims using questions and bounded inference; not the entire strategy range or wide reading. |
| `AC9E9LY06` | 1093 | Year 9 / English / English | plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas, and selecting text structures, language features, literary devices and multimodal features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical | Days 14, 18–20: short public note/paragraph and miniature scene drafts with saved edits; no public publication, full genre range or complete writing process claimed. |

© 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 this selected plain-text crosswalk. Curriculum material is [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/), subject to [ACARA copyright terms and exclusions](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). ACARA does not endorse SubjectNest.

The source is a dated snapshot, not live synchronisation. A Year 9 teacher must review current national and locally adopted expectations, including the extensive literature, speaking, spelling, reading and composition not completed here.