Build stronger claims with reasons, evidence and different viewpoints

What students learn in AC9E5LA02

A bare assertion is a claim stated without enough support. Stronger Year 5 responses add a relevant reason or evidence, recognise that other people may hold a different view, and use trustworthy sources when a claim needs verification.

Success criteria

• distinguish an objectively checkable fact from an opinion or evaluation
• identify loaded, formal, informal and evaluative wording
• choose reasons and evidence that directly support a claim
• avoid claims that are broader or more certain than the evidence
• acknowledge a differing idea respectfully
• identify a source with relevant expertise and explain why it is more authoritative

Core model: Claim → Reason → Evidence → Other view

Fact, opinion and evaluative language

Do not decide by topic alone. A sentence about history or science can still contain an opinion if it uses an unprovable judgement.

How to judge evidence

1. Relevant? Does it directly support the claim rather than merely mention the same topic?
2. Sufficient? Is there enough evidence for words such as all, always or best?
3. Checkable? Can the reader identify where the information came from?
4. Authoritative? Does the source have relevant expertise, data or responsibility?
5. Fair? Has the writer represented other viewpoints accurately rather than dismissing them?

Common Year 5 traps

• “It sounds factual.” A confident tone does not make a statement a fact.
• Topic match = support. A detail can be about the same topic but still be irrelevant to the claim.
• One example proves everyone. A single case cannot usually justify “all”, “always” or “every”.
• Loaded wording replaces evidence. Words such as “obviously”, “ridiculous” or “perfect” can hide weak reasoning.
• Authority = famous. A source is useful because its expertise and evidence fit the claim, not simply because it is well known.
• Counterpoint = attack. A differing view should be represented respectfully before the writer responds.

Worked examples for claims and evidence

Teacher and parent prompts

• What exactly is the claim?
• Which word tells you this is a judgement rather than a fact?
• How does this reason support the claim?
• Is this evidence relevant, or merely related to the topic?
• Does the evidence justify words such as all, always or best?
• Who produced this source, and why should we trust it for this question?
• What reasonable different view could someone hold?
• How can you respond without attacking the person?

Curriculum coverage

AC9E5LA02: understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources.

Research basis: SkillrHub’s authored sequence uses IXL Australia evidence on fact/opinion, formality, author opinion, connotation and choosing reasons that support an opinion. Direct IXL evidence for extended counterclaim writing and authoritative-source citation was limited, so those elements are taught here as age-appropriate curriculum extensions rather than presented as copied IXL task types.

Learning progression and next steps

This skill connects persuasive reading with persuasive writing: students first identify claims and opinions, then test whether reasons and evidence actually support those claims, and finally learn to acknowledge another viewpoint fairly.

Related learning: review Year 5 English language and literacy skills from the Year 5 English curriculum hub, then use Classroom View for explicit teaching and the worksheet for guided application.