What students learn in AC9E10LY06
This unit helps students build a clear, usable understanding of Plan, create, edit and publish written and multimodal texts, organising.... 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: plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas through experimenting with text structures, language features, literary devices and multimodal features for specific purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- presenting a structured argument by providing a statement of the major arguments or concerns relating to an issue, previewing the structure of arguments, structuring the text to provide a major point for each paragraph with succinct elaboration, and concluding with a summary of the main issues or recommendations in an argument creating written and multimodal texts that compel readers to empathise with the ideas and emotions expressed or implied
- 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: plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas through experimenting with text structures, language features, literary devices and multimodal features for specific purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical
- E1: presenting a structured argument by providing a statement of the major arguments or concerns relating to an issue, previewing the structure of arguments, structuring the text to provide a major point for each paragraph with succinct elaboration, and concluding with a summary of the main issues or recommendations in an argument
- E2: creating written and multimodal texts that compel readers to empathise with the ideas and emotions expressed or implied
- E3: designing a webpage that combines navigation, text, sound, and moving and still images for a specific audience
- E4: reviewing, editing and refining their own and others’ texts for accuracy of grammar, spelling and punctuation, and to achieve particular purposes and address specific audiences through control and organisation of content, sentence structures, vocabulary choices and visual features
- E5: reflecting on the effect of choices made in a written or multimodal text and how these choices may be changed or developed in future texts
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
AC9E10LY06 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 | AC9E10LY06 — plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas through experimenting with text structures, language features, literary devices and multimodal features for specific purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical |
| Victoria | Victorian Curriculum F-10 | Year 10 English: closest match in Creating texts. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 5 English: closest content focus for Plan, create, edit and publish written and multimodal texts, organising... and related outcomes. |
| United States | Common Core / NGSS | Grade 10 Common Core Mathematics/ELA closest topic match for Plan, create, edit and publish written and multimodal texts, organising.... |
| England / UK | National Curriculum | Key Stage 4 / Year 10: closest programme-of-study match for Plan, create, edit and publish written and multimodal texts, organising.... |
| Canada | Provincial and territory curricula | Grade 10 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 5 English: closest achievement-objective topic for Plan, create, edit and publish written and multimodal texts, organising.... |
| India | NCERT / CBSE | Class 10 closest NCERT/CBSE topic match for Plan, create, edit and publish written and multimodal texts, organising.... |