AC9E10LA02 • Year 10 English
Use evidence to explain how understand that language used to evaluate, implicitly or explicitly reveals an individual's values shapes meaning.
We are learning to explain how deliberate language and text choices shape meaning for an audience or reader.
Australian Curriculum target: understand that language used to evaluate, implicitly or explicitly reveals an individual's values
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 explicit expressions of values when evaluating and influence how an audience understands the text.
Teacher move: Highlight the exact wording that shows word choice, then connect it to identifying explicit expressions of values when evaluating.
Ask: Which choice is evidence, and what effect does it create for the audience?
A writer or speaker can use audience to shape identifying subtle or implied values communicated through language and influence how an audience understands the text.
Teacher move: Highlight the exact wording that shows audience, then connect it to identifying subtle or implied values communicated through language.
Ask: Which choice is evidence, and what effect does it create for the audience?
Show two short versions of the same message. Students underline the changed choice and predict the audience effect.
Share: Pairs share the choice before the interpretation.
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 that language used to evaluate, implicitly or explicitly reveals an individual's values.
Explain how one deliberate choice shapes meaning in understand that language used to evaluate, implicitly or explicitly reveals an individual's values.
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 that language used to evaluate, implicitly or explicitly reveals an individual's values.
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 | AC9E10LA02 — understand that language used to evaluate, implicitly or explicitly reveals an individual's values |
| 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 — Identifying appeals to credibility, reason and emotion in evaluative language.
As you watch: What does an emotional appeal suggest about the values an audience is expected to share?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Annotate a persuasive paragraph: identify an appeal, the value it assumes and whether that value is explicit or implied.
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Mapped skill: understand that language used to evaluate, implicitly or explicitly reveals an individual's values
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 | AC9E10LA02 · Year 10 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — English | VC2E10LA02 · Level 10 |
| New South Wales | NSW English K–10 Syllabus (2022) | EN5-URB-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: AC9E10LA02 — Understand that language used to evaluate, implicitly or explicitly reveals an individual's values
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Explain what an evaluation reveals about a speaker's priorities, using precise evidence.
Two fictional reviewers describe the same library redesign: ‘Every metre now earns its keep’ and ‘The quiet corners have been sacrificed’. What does each value?
Watch for this mistake: Do not infer a person's whole worldview from a single word. Tie a limited interpretation to the exact evaluative wording and its context.
A reviewer praises a playground as ‘a place where children of every ability can join in’. Which value is foregrounded? Cite evidence.
Identify what receives approval.
Inclusion or accessibility, supported by ‘every ability’ and ‘join in’.
A review calls a building ‘beautifully untouched by fashion’. How could this reveal a value?
Consider what the praise treats as desirable.
It can suggest valuing enduring design or tradition over changing trends. The adverb ‘beautifully’ makes the approval explicit.