AC9E6LY02 • Year 6 English
use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions
Students learn to use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions. They move from recognising the feature to explaining how it works in context, then applying it deliberately in their own reading, speaking, writing or multimodal creation.
Core idea: In English, choices in language, structure, literature and mode create meaning for a particular audience and purpose. A strong answer names the choice, gives evidence and explains the effect.
Use these terms only when they help explain the actual example. Avoid dropping metalanguage into an answer without showing the evidence.
audience, purpose and criteria
ideas, evidence and structure
meaning, cohesion and effect
grammar, spelling and punctuation
mode, layout and presentation choices
Take an unseen example linked to this outcome. First identify the relevant choice, then rewrite, annotate, compare or present it in a second context so the idea is not only memorised.
Teacher prompt: What changed, what stayed the same, and how do you know the new version still suits the audience and purpose?
Content description: use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions
Students highlight the exact words, sentence parts, text features, visual choices or spoken moves connected to the descriptor.
Students compare a weaker and stronger version, then explain which choices improve meaning, clarity, credibility, cohesion or audience effect.
Students create a short response or text using the focus skill, justify the key choice and revise one part after feedback.
Exam routine: feature or strategy → evidence → effect → context → check.
Project the fixed branded slide deck one slide at a time. Use it with the same evidence-to-effect routine taught in this topic guide.
Open Classroom ViewLearn from the Topic Guide and fixed Teacher Slides, complete the Worksheet, use Practice for supported feedback, then take the Test when ready.
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:
Khan Academy — Support a spoken point with relevant examples and evidence.
As you watch: How does an example help a listener evaluate a claim?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Discuss a school improvement with a partner. Paraphrase their point, ask one clarifying question and support your own view with an example.
Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.
Videos are curated from trusted independent educational creators and played through YouTube. Rights remain with their respective owners. Inclusion does not imply that a creator or YouTube endorses SkillrHub.
YouTube’s terms and privacy policy apply to its player. Advertising, recommendations and external links may appear, and videos may change or become unavailable. SkillrHub’s written lessons and practice resources remain available separately.
To report a content, suitability or rights concern, email skillrhublearning@gmail.com with the lesson code and video link. Please do not include personal student information.
Mapped skill: use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions
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 | AC9E6LY02 · Year 6 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — English | VC2E6LY02 · Level 6 |
| New South Wales | NSW English K–10 Syllabus (2022) | EN3-OLC-01 · Stage 3 |
| United States (USA) | Common Core State Standards for English Language Arts | Grade 6 |
| Canada (Ontario) | Ontario Curriculum — English | Grade 6 |
| United Kingdom (England) | National Curriculum in England — English | Year 7, Key Stage 3 |
| India | NCERT / CBSE — English | Class 6 |
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.
Help improve SkillrHub
Ask about this lesson, suggest an improvement or report an error. Facebook opens only when you choose an option below.
Topic reference: AC9E6LY02 — AC9E6LY02: Use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions
Privacy: Please don’t share personal student or school information. Younger students should ask a parent, guardian or teacher to post on their behalf.
Learning intention: Adjust register while paraphrasing, questioning, clarifying, challenging and evaluating ideas; build arguments with evidence, listen responsively and maintain respectful participation across relationships and purposes.
| Feature | Original example | Why it matters |
|---|---|---|
| paraphrasing | So your main point is that the garden needs shade before more seats are added. | The speaker restates the idea concisely without copying or distorting it. |
| clarifying question | When you say “safer”, do you mean fewer cars or better lighting? | The question identifies an ambiguous term and offers useful distinctions. |
| probing question | What evidence connects the later bus to improved attendance? | The question asks for reasoning that supports the claim. |
| formal register | Could the committee explain how the proposed rule will be reviewed? | The modal question and role-appropriate wording suit a formal meeting. |
| informal register | I see your point, but what happened in the second trial? | The conversational wording suits a peer discussion while still challenging an idea. |
| supported argument | The path should be repaired first because the inspection found three unsafe sections. | The reason is connected to specific evidence. |
| counterargument | Some prefer new seating; however, the safety report shows the path needs urgent repair. | The speaker acknowledges another view before responding with relevant evidence. |
| evaluation | The survey is useful, but it includes only 24 students from one year level. | The judgement recognises value and a specific limitation. |
| turn-taking | I would like to build on Amira’s point after Kai finishes. | The move signals contribution without interrupting the current speaker. |
| respectful disagreement | I interpret the graph differently because the final two points fall. | The disagreement targets evidence and reasoning, not the person. |
| sharing experience | In my neighbourhood, the crossing is busiest after sport; this may not represent every area. | The speaker contributes experience while limiting the generalisation. |
| discussion synthesis | We agree the path is unsafe; we differ on timing, so we need cost and inspection data next. | The summary identifies agreement, disagreement and a productive next step. |
Choose one unfamiliar example. Identify the feature, quote or describe the evidence, explain its effect and make one justified revision. A complete answer must show why the evidence supports the claim.