What students learn in AC9EFLA03
This unit helps students build a clear, usable understanding of That texts can take many forms such as signs, books.... The goal is not to memorise one answer pattern. Students should be able to explain the idea, recognise it in a new example and apply it in a short practice or worksheet task.
- Start with the main idea: understand that texts can take many forms such as signs, books and digital texts.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- comparing images in informative and imaginative texts, and identifying similarities and differences comparing different ways information might be presented; for example, on a sign or in a set of instructions
- Finish with mixed questions so students must choose the correct strategy rather than copy the last example.
Curriculum coverage and elaborations
The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning but may not appear in the initial eight-question activity.
- Content description: understand that texts can take many forms such as signs, books and digital texts
- E1: comparing images in informative and imaginative texts, and identifying similarities and differences
- E2: comparing different ways information might be presented; for example, on a sign or in a set of instructions
- E3: identifying different forms of texts in school, home and community settings; for example, crossing signs, hand washing signs, directions and product labels
- E4: understanding that many First Nations Australians’ stories are oral narrations and cultural accounts, and may be represented as or with images (teaching context)
How to use this unit
Read the topic guide, use the teacher slide for instruction, then complete the Worksheet, Practice and Test. These three activities use the same eight-question unit bank.
Teacher resource
AC9EFLA03 teacher slide
Use this one-page PDF to introduce the key idea, vocabulary and teaching sequence before students begin the activities.
Open teacher slide (PDF)Common mistakes to watch for
- Answering from memory without using clues from the text, sentence or image.
- Knowing the idea orally but not transferring it into reading, writing or speaking.
- Missing punctuation, word order or vocabulary clues that change meaning.
International curriculum mapping
This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.
| Region | Curriculum | Closest mapping |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9EFLA03 — understand that texts can take many forms such as signs, books and digital texts |
| Victoria | Victorian Curriculum F-10 | Foundation English: closest match in Text structure and organisation. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Early Stage 1 English: closest content focus for That texts can take many forms such as signs, books... and related outcomes. |
| United States | Common Core / NGSS | Kindergarten Common Core Mathematics/ELA closest topic match for That texts can take many forms such as signs, books.... |
| England / UK | National Curriculum | Key Stage 1 / Year 1: closest programme-of-study match for That texts can take many forms such as signs, books.... |
| Canada | Provincial and territory curricula | Kindergarten closest topic match. Canada varies by province, so use this as a broad Ontario/BC-style learning outcome reference. |
| New Zealand | New Zealand Curriculum | Level 1 English: closest achievement-objective topic for That texts can take many forms such as signs, books.... |
| India | NCERT / CBSE | Kindergarten / Foundation closest NCERT/CBSE topic match for That texts can take many forms such as signs, books.... |