English Reading Comprehensionusually ages 9–10

Interpreting visual information in texts

Interpret information presented visually, orally, or quantitatively in informational texts (e.g., charts, graphs, diagrams, timelines, animations) and explain how it contributes to understanding the text

How to tell they’ve got it

Tick these off as you see them — no test required.

Read and interpret data from a chart, graph, or table included in an informational text and explain how it supports or extends the written information
Explain how a diagram, map, or timeline in an informational text helps the reader understand the topic in ways that words alone might not
Synthesise information from both the written text and a visual element (graph, illustration, infographic) to draw a conclusion that neither source provides independently

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Try this together

When your child reads a non-fiction article that includes a chart or timeline, can they explain what extra information those visuals add — beyond what the written text says?

Where this sits on the map

Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.

Builds on

Pictures and Text Working Togetherages 5–9Interpreting visual/quantitative information in informational texts builds on using pictures to support comprehension; the step up is from illustrations to charts, graphs, and diagrams

Reading and Comparing Bar Graphsages 9–10Interpreting visual information in non-fiction texts draws on line graph reading skills from Math

Interpreting visual information in textsthis skill · ages 9–10

Unlocks

Nothing on the map depends on this yet.

solid = must come firstdashed = helps

Curriculum alignment

Candidate matches to official curriculum codes — machine-suggested, unreviewed (v0.1).

Show candidate curriculum codes · 3 ACARA · 2 NSW · 3 VIC

Australian Curriculum v9 candidate

AC9E6LA07high confidenceYear 6 · Language

identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning

AC9E5LA07medium confidenceYear 5 · Language

explain how the sequence of images in print, digital and film texts has an effect on meaning

AC9E3LA09medium confidenceYear 3 · Language

identify how images extend the meaning of a text

NSW syllabus codes & stages only

EN3-UARL-01low confidenceEnglish K-10 · Stage 3

EN2-UARL-01low confidenceEnglish K-10 · Stage 2

Victorian Curriculum 2.0 codes & levels only

VC2E3LY10medium confidenceEnglish · Level 3 · Literacy strand

VC2E5LY09medium confidenceEnglish · Level 5 · Literacy strand

VC2E6LA07medium confidenceEnglish · Level 6 · Language strand

These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.

Nearby on the map

Combining information from textsages 9–10 Cultural Allusions and Word Meaningages 9–10 Explaining Events & Ideasages 9–10 Finding Theme and Summarisingages 9–11

All Reading Comprehension skills →