AC9E10LA01 • Year 10 English
Use evidence to explain how understand how language can have inclusive and exclusive social effects, and can empower or disempower people shapes meaning.
We are learning to explain how deliberate language and text choices shape meaning for an audience or reader.
Australian Curriculum target: understand how language can have inclusive and exclusive social effects, and can empower or disempower people
In this topic, students move from naming a feature to explaining how the feature works in context.
Teacher model: Read a short example, underline one exact choice, identify who it is for, then explain what the choice makes the audience notice, feel, believe or question.
Teacher model: Do not stop at naming a technique. Show the evidence, place it in context and explain the effect.
A writer or speaker can use word choice to shape identifying language that seeks to align the listener or reader and influence how an audience understands the text.
Teacher move: Highlight the exact wording that shows word choice, then connect it to identifying language that seeks to align the listener or reader.
Ask: Which choice is evidence, and what effect does it create for the audience?
A writer or speaker can use audience to shape identifying the use of first person (“i”, “we”) and second person (“you”) pronouns to distance or involve the audience and influence how an audience understands the text.
Teacher move: Highlight the exact wording that shows audience, then connect it to identifying the use of first person (“i”, “we”) and second person (“you”) pronouns to distance or involve the audience.
Ask: Which choice is evidence, and what effect does it create for the audience?
A writer or speaker can use relationship to shape identifying language used to reference or indicate shared assumptions and influence how an audience understands the text.
Teacher move: Highlight the exact wording that shows relationship, then connect it to identifying language used to reference or indicate shared assumptions.
Ask: Which choice is evidence, and what effect does it create for the audience?
Highlight one phrase, structure or image.
Students: Names what the text does.
Place two versions side by side.
Students: Identifies what changes.
Model choice → context → effect.
Students: Builds a complete analytical sentence.
Remove the worked example.
Students: Applies the frame independently.
Check: Explain how one deliberate choice shapes meaning in understand how language can have inclusive and exclusive social effects, and can empower or disempower people.
Explain how one deliberate choice shapes meaning in understand how language can have inclusive and exclusive social effects, and can empower or disempower people.
Reasoning frame: The choice ___ matters because in this context it positions the audience to ___.
Review hint: A full-mark answer names the choice, quotes or describes evidence accurately, explains context, and links the effect to meaning.
Explain how one deliberate choice shapes meaning in understand how language can have inclusive and exclusive social effects, and can empower or disempower people.
Strong response: The response identifies a precise language or text choice, places it in context and explains its effect on audience, relationship, purpose or reader response.
Use two short versions, colour-code choice and effect, and provide the sentence frame ‘The choice ___ makes the audience ___ because ___.’
Keep the concept: Keeps the same choice → effect reasoning with reduced text load.
Annotate an extract and write a choice–context–effect explanation.
Keep the concept: Directly assesses the listed English concept.
Compare two audiences or mediums and evaluate which wording is more effective, citing evidence.
Keep the concept: Deepens evaluation without requiring later-year theory.
At home: Ask students to explain how one wording choice changes the way a reader responds, rather than only naming the technique.
The content description is the required target. Elaborations are examples and contexts that support the same learning goal.
| Region | English / ELA curriculum | Closest alignment |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9E10LA01 — understand how language can have inclusive and exclusive social effects, and can empower or disempower people |
| Victoria | Victorian Curriculum F–10 Version 2.0 English | Level 10 English — closest Language, Literature or Literacy alignment; verify local outcome wording for assessment. |
| NSW | English K–10 Syllabus (2022) | Stage 5 — closest NSW English outcome alignment; use as a planning comparison rather than a one-to-one code conversion. |
| United States | Common Core State Standards for ELA/Literacy | Grade 10 broad ELA alignment across reading, writing, speaking/listening or language depending on the outcome focus. |
| England | National curriculum in England: English | Key Stage 4 — closest reading, writing, spoken-language, grammar or literary-analysis programme-of-study alignment. |
| New Zealand | The New Zealand Curriculum – English Years 0–10 | Phase 4 (Years 9–10) — closest oral language, reading/writing, Text Studies or Language Studies alignment. |
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Before you watch:
TED-Ed — How social and political judgements influence whether a language variety is recognised or marginalised.
As you watch: Why can the labels language and dialect depend on more than mutual understanding?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Explain how calling a community’s speech a lesser or incorrect form could exclude its speakers; rewrite that description respectfully.
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Mapped skill: understand how language can have inclusive and exclusive social effects, and can empower or disempower people
These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9E10LA01 · Year 10 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — English | VC2E10LA01 · Level 10 |
| New South Wales | NSW English K–10 Syllabus (2022) | EN5-URA-01 · Stage 5 |
| United States (USA) | Common Core State Standards for English Language Arts | Grades 9–10 band |
| Canada (Ontario) | Ontario Curriculum — English | Grade 10 |
| United Kingdom (England) | National Curriculum in England — English | Year 11, Key Stage 4 |
| India | NCERT / CBSE — English | Class 10 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
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Topic reference: AC9E10LA01 — Understand how language can have inclusive and exclusive social effects, and can empower or disempower people
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