# Full national authority and partial teaching crosswalk Fresh official workbook HTTP 200 on 1 October 2026 matched prior 2,049,917 B body SHA`db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. Protected canonical SHA`15fbbef5283a4b48b8a8e00ae3c7c635377cea2175afc1f2f12d12f9d5453e60`, dataset`acara-v9.0-snapshot-2026-09-29`. Raw 25 records individually match:23 CDs / full ENGENGY6 introduction / whole Year 6 English standard. Complete literal wording is in the full authority below, raw XML/cells in the held native source record `sources/national-authority.json`; no code meanings guessed. Selected 13 partial descriptions plus one conditional presentation opportunity: | Exact code / raw Learning areas row | Actual opportunity | What remains open | | --- | --- | --- | | AC9E6LE02 /761 | A/B/C/D/S comparison, E, source-based similar/different idea development | Wider text/authors/topics/plots over programme | | AC9E6LE04 /769 | C/D imagery/repeated sound patterns/meaning, optional own poem | Actual aural encounter where not available; wider poetry/techniques | | AC9E6LE05 /775 | Own borrowing/change/create/edit, F | Sustained repertoire/independence/quality judged from actual work | | AC9E6LA03 /727 | Narrative/poem/script structures serving purposes, purposeful adaptation | Texts across curriculum, characteristic stages beyond these forms | | AC9E6LA04 /732 | C/D recurrence/word associations and own cohesion thread | Broader cohesive devices/text range | | AC9E6LA05 /736 | Relative embedded clause in actual draft/ordinary model | Wider complex-sentence repertoire, not all fragments forced into prose | | AC9E6LA06 /739 | Verbs, past sequencing, selected adverb groups; actual edit | Elaborated tenses/range must be evident, not guaranteed by sentence copying | | AC9E6LA08 /747 | Vivid vocabulary/metaphor/personification/imagery, purpose link | Idioms/hyperbole and breadth not all provided here | | AC9E6LA09 /751 | Ordinary dialogue/fronted dependent-clause comma edit | List use and broad punctuation mastery remain open | | AC9E6LY02 /786 | Neutral interpretation exchange/paraphrase/question, chosen appropriate formality | Optional partner evidence only if actual; broad argument/interaction range | | AC9E6LY03 /791 | Structure/language/purpose and possible engagement analysis | Real audience effects unobserved unless actual willing response | | AC9E6LY05 /797 | Literal/inferred meaning, monitoring/questioning/comparing sources | Independent decoding/read breadth separately assessed | | AC9E6LY06 /805 | Purposeful imaginative planning/actual creation/edit/final copy or sharing | Full informative/persuasive range/spelling/visual features; publish only if final text actually made available to intended reader | | AC9E6LY07 /810 — conditional | Only actual planned/created/rehearsed/delivered optional presentation | Written/plan-only routes do not establish delivery/voice/digital features | **Explicit gaps:** LE01's real historical/social/cultural contexts, First Nations Australian and wide-ranging Australian/world authors are not supplied by own AI-assisted models. LE03's individual-author style is not mapped to a corporate model packet or invented human identity. LY04 broad structural-feature navigation/LY08 phonic reading/LY09 word origins and technical spelling need further teaching; a small morphology card does not establish these whole codes. LA01 formality/LA02 bias/LA07 varied image/map/table forms/LY01 context/media retain other programme work. Full oral, written, visual, literature, spelling, text diet/cultural breadth/general capabilities/cross-curriculum priorities and whole AS remain partial. No human/classroom/user/efficacy/all-state validation. # Full current national Year 6 English authority — bounded author pack 1 October 2026. All 23 content descriptions plus complete introduction and whole achievement standard. Raw XML/cells/full HTML retained separately; wording exact, display whitespace normalised. Scope decisions are in PROPOSAL.md; these records do not prove teaching or attainment. ## ENGENGY6 — Learning areas row 715 The English curriculum is built around the 3 interrelated strands of Language, Literature and Literacy . Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English is recursive and cumulative, building on concepts, skills and processes developed in earlier years. In Year 6, students interact with audiences for different purposes. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts. Texts may include film and digital texts, novels, poetry, non-fiction and dramatic performances. The features of these texts may be used by students as models for creating their own work. The range of literary texts for Foundation to Year 10 comprises the oral narrative traditions and literature of First Nations Australians, and classic and contemporary literature from wide-ranging Australian and world authors, including texts from and about Asia. Literary texts that support and extend students in Year 6 as independent readers may include elaborated events including flashbacks and shifts in time, and a range of less predictable characters. These texts may support students’ understanding of authors’ styles. They may explore themes of interpersonal relationships and ethical dilemmas in real-world and imagined settings. Informative texts may include technical information and/or content about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures may include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative and idiomatic language, and information presented in various types of images and graphics. Year 6 students create a range of imaginative, informative and persuasive types of texts that may include narratives, procedures, performances, reports, reviews, poetry, expositions, explanations and discussions for particular purposes and audiences. ## AC9E6LA01 — Learning areas row 718 understand that language varies as levels of formality and social distance increase ## AC9E6LA02 — Learning areas row 722 understand the uses of objective and subjective language, and identify bias ## AC9E6LA03 — Learning areas row 727 explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features ## AC9E6LA04 — Learning areas row 732 understand that cohesion can be created by the intentional use of repetition, and the use of word associations ## AC9E6LA05 — Learning areas row 736 understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas ## AC9E6LA06 — Learning areas row 739 understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups ## AC9E6LA07 — Learning areas row 743 identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning ## AC9E6LA08 — Learning areas row 747 identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole ## AC9E6LA09 — Learning areas row 751 understand how to use the comma for lists, to separate a dependent clause from an independent clause, and in dialogue ## AC9E6LE01 — Learning areas row 756 identify responses to characters and events in literary texts, drawn from historical, social or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors ## AC9E6LE02 — Learning areas row 761 identify similarities and differences in literary texts on similar topics, themes or plots ## AC9E6LE03 — Learning areas row 765 identify and explain characteristics that define an author's individual style ## AC9E6LE04 — Learning areas row 769 explain the way authors use sound and imagery to create meaning and effect in poetry ## AC9E6LE05 — Learning areas row 775 create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices ## AC9E6LY01 — Learning areas row 781 examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created ## AC9E6LY02 — Learning areas row 786 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 ## AC9E6LY03 — Learning areas row 791 analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences ## AC9E6LY04 — Learning areas row 793 select, navigate and read texts for a range of purposes, monitoring meaning and evaluating the use of structural features; for example, table of contents, glossary, chapters, headings and subheadings ## AC9E6LY05 — Learning areas row 797 use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources ## AC9E6LY06 — Learning areas row 805 plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features ## AC9E6LY07 — Learning areas row 810 plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features ## AC9E6LY08 — Learning areas row 816 use phonic knowledge of common and less common grapheme–phoneme relationships to read and write increasingly complex words ## AC9E6LY09 — Learning areas row 818 use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words ## Whole Year 6 English achievement standard — Achievement standards row 37 By the end of Year 6, students interact with others, and listen to and create spoken and/or multimodal texts including literary texts. For particular purposes and audiences, they share, develop, explain and elaborate on ideas from topics or texts. They use and vary text structures to organise, develop and link ideas. They use and vary language features including topic-specific vocabulary and literary devices, and/or multimodal features and features of voice. They read, view and comprehend different texts created to inform, influence and/or engage audiences. They identify similarities and differences in how ideas are presented and developed including through characters, settings and/or events, and how texts reflect contexts. They identify how texts have similar and different text structures to reflect purpose. They explain how language features including literary devices, and visual features influence audiences. They create written and/or multimodal texts, including literary texts, for particular purposes and audiences, developing, explaining and elaborating on relevant ideas from topics or texts. They use text structures and vary paragraphs to organise, develop and link ideas. They use and vary language features including sentence structures, topic-specific vocabulary and literary devices, and/or multimodal features. They spell using phonic, morphemic and grammatical knowledge. ## Complete ACARA attribution and update notice — standalone © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the [Australian Curriculum website](https://www.australiancurriculum.edu.au/) (Website) (accessed 1 October 2026) and was modified. The material is licensed under [CC BY 4.0 Attribution 4.0 International Deed](https://creativecommons.org/licenses/by/4.0/). Version updates are tracked in the ‘Curriculum version history’ section on the '[About the Australian Curriculum](https://www.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history)' page of the Australian Curriculum website. ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions and achievement standards (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions and achievement standards (endorsed by all education Ministers), not the elaborations (examples provided by ACARA). It is important to check the frequency with which the platform or app is updated and, if the platform or app allows users to download the Australian Curriculum to their portable device, how often and in what circumstances the user’s device synchronises with the platform. **Actual modification/source scope:** quoted national wording/full HTML attributes unchanged; original NeuroForgeIO selection/commentary/table/paragraph/HTML-to-plain display layout modified. The exact workbook/source/canonical/version pins and access dates are here: workbook SHA256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3,2,049,917 B; official URL https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx, actual GET 200 accessed 1 October 2026; canonical acara-v9.0-snapshot-2026-09-29, SHA25615fbbef5283a4b48b8a8e00ae3c7c635377cea2175afc1f2f12d12f9d5453e60; current terms https://www.australiancurriculum.edu.au/copyright-and-terms-of-use checked 1 October 2026, sections 2–5. Original surrounding commentary/layout is NeuroForgeIO, not ACARA. Scope is descriptions/full Year 6 Englishintroduction/full achievement standard, **not elaborations**. Logos/trademarks/site design, third-party, photos/videos/teacher-support resources/Literacy Progressions and ICIP retain exclusions/authority. No excluded expression is selected. This frozen author pack is not live-updated or device-synchronised; current official and local sources must be checked before reissue. Exact intendedsourceleaf is `products/curriculum-studio/content/year-6/english/term-1/weeks-05-06/` (author source; no publication claimed), creator NeuroForgeIO Pty Ltd 2026. National quoted expression does not take the original text licence from surrounding author content.