Years 5 to 6
Languages
ASLANFALFLLY56
Years 5 to 6 Framework for Aboriginal Languages and Torres Strait Islander Languages Achievement Standard
11 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 6, students initiate and use strategies to maintain interactions in [Language] language that are related to their experiences and views. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts. They demonstrate understanding by responding in [Language] or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a range of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type.
Students apply rules of pronunciation and intonation in spoken [Language] to enhance fluency. They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in [Language]. They compare language structures and features in [Language] and English, using some metalanguage. They reflect on the importance of maintaining and strengthening [Language] and the protocols associated with language reclamation and revitalisation. They show understanding of how language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
First language learners · Foundation to Year 10 sequence
The 11 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 6, students initiate and use strategies to maintain interactions in [Language] language that are related to their experiences and views.
Content descriptorAC9L1F6C01 Communicating meaning in [Language]
initiate and sustain modelled exchanges in familiar contexts related to Country/Place and students’ personal worlds
Elaborations (10)
- Elaboration discussing shared cultural values that they see as being important to family, school and community, for example, respecting Elders and/or community members, caring for the land, waters, sky and community
- Elaboration demonstrating being a responsible speaker or listener in a manner appropriate to the audience and context, for example, welcoming Elders and/or community members or expressing gratitude using appropriate [Language] for context
- Elaboration engaging in conversations and discussions with guest speakers, using culturally-appropriate interaction protocols such as active listening behaviours, asking questions, and offering opinions and ideas
- Elaboration discussing similarities and differences among languages and analysing how marriage may affect languages in families, talking about how language varies in students’ families and how knowing these languages develops their own understanding of culture(s) and identity
- Elaboration showing interest and respect for others by expressing praise and encouragement, for example, appreciating cultural performances or recognising accomplishments within their cultural context
- Elaboration identifying and discussing actions that contribute to their own physical health and wellbeing, for example, identifying how significant people in their lives influence them to act or behave in culturally-appropriate ways
- Elaboration sharing and explaining opinions about issues of common interest and identifying possible points of agreement or tension, such as parental, school and community expectations, peer pressure and intergenerational perspectives
- Elaboration understanding and discussing trust and social media, for example, comparing relationships with important people in their community, such as parents, Elders and/or community members, with online ‘friends’
- Elaboration persuading others in the class to consider a particular point of view or action
- Elaboration discussing and evaluating protective behaviours to stay safe in different situations, including near water or roads, in the bush or when a person or situation makes them feel uncomfortable or unsafe, such as walking alone in the dark
They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, preferences and ideas.
Content descriptorAC9L1F6C02 Communicating meaning in [Language]
participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas
Elaborations (8)
- Elaboration teaching younger children, under the guidance of Elders and/or community members, how to prepare food, make different traditional tools, or weave a basket
- Elaboration collaboratively planning a new indoor or outdoor game to play, using [Language] to negotiate rules and to teach others how to play
- Elaboration writing and recording a story or song about the school to present to others in [Language], working in groups, for example, performing a song in [Language] on an open night
- Elaboration engaging in shared tasks, for example, identifying plants around the school and compiling written and recorded information about a particular plant and its uses, for example, recording prepared information in [Language], dictating, "The lomandra plant has parts that are edible. Its seeds can make flour. It is moist and tastes a little like cucumber. It can also be dried and used in weaving." (example from Meriam Mir of the Torres Strait Islands)
- Elaboration contributing to national and local celebrations and significant events, for example, NAIDOC Week, National Reconciliation Week, Harmony Day, Mabo Day and Children’s Day
- Elaboration preparing for tests, in pairs or groups, by playing games based on revision questions and providing feedback and advice to each other when necessary
- Elaboration collaborating with Elders and/or community members about plans to help the community, such as planning to work on the water filter to help the community and school
- Elaboration using a list of previously-learnt appropriate questions in [Language] to participate in respectful discussions with Elders and/or community members
They use strategies to locate and interpret information and ideas in texts.
Content descriptorAC9L1F6C03 Communicating meaning in [Language]
locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose
Elaborations (9)
- Elaboration reading/viewing/listening to and obtaining information from community texts such as school magazines or community notices, and creating an announcement, news piece or advertisement
- Elaboration researching healthy ways of eating, identifying what is available from Country/Place or the community store, and keeping a food diary over a week, analysing how much bush food is in their daily diet
- Elaboration investigating, with Elders and/or community members, some common bush medicines, talking about how they are used for different purposes and recording details through photos, pictures, diagrams, captions, descriptions and commentary
- Elaboration observing and reading signs of Country/Place, such as the presence of bees, changing colours of bark, different tracks, tides, seaweed dumps, burnt ground, regeneration of vegetation, special (warning) calls of birds, ripening of fruit, and changes in the night sky, including constellations
- Elaboration working with Elders and/or community members to map community-wide links among families according to traditional kinship systems, for example, skin, clan, moieties, and other social groupings
- Elaboration writing narratives about their community’s past and present based on information and stories shared by Elders and/or community members, researched facts, characters and events
- Elaboration responding to a creative contemporary text by manipulating the original, drawing inspiration from First Nations storytelling techniques, cultural perspectives and symbolism, for example, re-imagining a traditional story in a modern context in [Language]
- Elaboration participating in and responding to shared and guided reading of traditional and contemporary texts, for example, retelling or re-enacting a story to others in spoken, written or multimodal form, and creating a timeline of events or a profile of a favourite character
- Elaboration creating profiles of characters, providing physical and character descriptions, and examples of their ways of communicating and behaving, for example, a digital profile, drawing or mime
Content descriptorAC9L1F6C04 Communicating meaning in [Language]
apply strategies to interpret and convey meaning in [Language] language in non-verbal, spoken and written cultural contexts
Elaborations (9)
- Elaboration translating a range of familiar texts such as health clinic information, songs, reports and recounts, using visual and print dictionaries, word lists and pictures
- Elaboration translating texts such as songs and stories, and identifying culture-specific concepts and expressions that do not easily translate into English, for example, language related to artefacts, landforms, traditional foods, kinship terms of address, and name substitutes
- Elaboration explaining visual designs and performances to others, including the use of symbolism
- Elaboration showing others how different signs and hand talk are used and explaining their meaning and symbolism
- Elaboration creating a bilingual/multilingual brochure or poster about their community for a visitor, including a map of key features, protocols, cultural information or posters to promote health and wellbeing
- Elaboration creating bilingual/multilingual texts such as stories, cartoons, songs and photo stories, and reflecting on how different meanings are communicated in different languages for different audiences
- Elaboration identifying and working out the meaning of unfamiliar English words and expressions used in other curriculum areas, including technical language, and discussing how they would explain their meaning in [Language], for example, paper, Bunsen burners, safe houses, GPS, photocopying, clicking and dragging
- Elaboration reflecting on how they communicate in [Language] with their own family, friends, people less close or unknown to them, or in public, noticing differences in language use and communicative behaviour
- Elaboration identifying and discussing contexts in their community where translators and interpreters may be required
They demonstrate understanding by responding in [Language] or English, adjusting their response to context, purpose and audience.
Content descriptorAC9L1F6C03 Communicating meaning in [Language]
locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose
Elaborations (9)
- Elaboration reading/viewing/listening to and obtaining information from community texts such as school magazines or community notices, and creating an announcement, news piece or advertisement
- Elaboration researching healthy ways of eating, identifying what is available from Country/Place or the community store, and keeping a food diary over a week, analysing how much bush food is in their daily diet
- Elaboration investigating, with Elders and/or community members, some common bush medicines, talking about how they are used for different purposes and recording details through photos, pictures, diagrams, captions, descriptions and commentary
- Elaboration observing and reading signs of Country/Place, such as the presence of bees, changing colours of bark, different tracks, tides, seaweed dumps, burnt ground, regeneration of vegetation, special (warning) calls of birds, ripening of fruit, and changes in the night sky, including constellations
- Elaboration working with Elders and/or community members to map community-wide links among families according to traditional kinship systems, for example, skin, clan, moieties, and other social groupings
- Elaboration writing narratives about their community’s past and present based on information and stories shared by Elders and/or community members, researched facts, characters and events
- Elaboration responding to a creative contemporary text by manipulating the original, drawing inspiration from First Nations storytelling techniques, cultural perspectives and symbolism, for example, re-imagining a traditional story in a modern context in [Language]
- Elaboration participating in and responding to shared and guided reading of traditional and contemporary texts, for example, retelling or re-enacting a story to others in spoken, written or multimodal form, and creating a timeline of events or a profile of a favourite character
- Elaboration creating profiles of characters, providing physical and character descriptions, and examples of their ways of communicating and behaving, for example, a digital profile, drawing or mime
Content descriptorAC9L1F6C04 Communicating meaning in [Language]
apply strategies to interpret and convey meaning in [Language] language in non-verbal, spoken and written cultural contexts
Elaborations (9)
- Elaboration translating a range of familiar texts such as health clinic information, songs, reports and recounts, using visual and print dictionaries, word lists and pictures
- Elaboration translating texts such as songs and stories, and identifying culture-specific concepts and expressions that do not easily translate into English, for example, language related to artefacts, landforms, traditional foods, kinship terms of address, and name substitutes
- Elaboration explaining visual designs and performances to others, including the use of symbolism
- Elaboration showing others how different signs and hand talk are used and explaining their meaning and symbolism
- Elaboration creating a bilingual/multilingual brochure or poster about their community for a visitor, including a map of key features, protocols, cultural information or posters to promote health and wellbeing
- Elaboration creating bilingual/multilingual texts such as stories, cartoons, songs and photo stories, and reflecting on how different meanings are communicated in different languages for different audiences
- Elaboration identifying and working out the meaning of unfamiliar English words and expressions used in other curriculum areas, including technical language, and discussing how they would explain their meaning in [Language], for example, paper, Bunsen burners, safe houses, GPS, photocopying, clicking and dragging
- Elaboration reflecting on how they communicate in [Language] with their own family, friends, people less close or unknown to them, or in public, noticing differences in language use and communicative behaviour
- Elaboration identifying and discussing contexts in their community where translators and interpreters may be required
They create texts, selecting and using a range of vocabulary and sentence structures to suit context.
Content descriptorAC9L1F6C05 Communicating meaning in [Language]
create and present a range of informative and imaginative spoken, written and multimodal texts, using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type
Elaborations (9)
- Elaboration planning, rehearsing and delivering short presentations that provide key details in chronological sequence, such as describing milestones or significant events in their lives that have shaped their identity
- Elaboration creating a class book or digital display about topics they have been studying in their language classes and/or other curriculum areas
- Elaboration recounting events from someone else’s perspective, for example, writing an imagined diary of a well-known person from history, using descriptive language to describe feelings and actions
- Elaboration organising and presenting information about traditional and contemporary aspects of [Language] culture, such as art, dance, sports and artefacts, for example, contributing to a webpage/blog with photos, videos and written descriptions
- Elaboration writing narratives about their community’s past and present, based on researched facts, characters and events
- Elaboration writing procedural texts, for example, how to play a computer game, sport or playground game
- Elaboration creating and performing imaginative texts such as stories, songs, raps and skits based on a stimulus concept, theme or resource, and incorporating elements of humour to entertain others
- Elaboration creating and presenting real or imagined texts, incorporating humorous and expressive language to entertain younger audiences, for example, audio big books, puppet plays, cartoons or short video clips, selecting language and images to enrich the visual or listening experience
- Elaboration creating family histories/life stories, identifying values and practices that keep families strong, such as sharing food and eating together
They sequence information and ideas, and use conventions appropriate to text type.
Content descriptorAC9L1F6C05 Communicating meaning in [Language]
create and present a range of informative and imaginative spoken, written and multimodal texts, using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type
Elaborations (9)
- Elaboration planning, rehearsing and delivering short presentations that provide key details in chronological sequence, such as describing milestones or significant events in their lives that have shaped their identity
- Elaboration creating a class book or digital display about topics they have been studying in their language classes and/or other curriculum areas
- Elaboration recounting events from someone else’s perspective, for example, writing an imagined diary of a well-known person from history, using descriptive language to describe feelings and actions
- Elaboration organising and presenting information about traditional and contemporary aspects of [Language] culture, such as art, dance, sports and artefacts, for example, contributing to a webpage/blog with photos, videos and written descriptions
- Elaboration writing narratives about their community’s past and present, based on researched facts, characters and events
- Elaboration writing procedural texts, for example, how to play a computer game, sport or playground game
- Elaboration creating and performing imaginative texts such as stories, songs, raps and skits based on a stimulus concept, theme or resource, and incorporating elements of humour to entertain others
- Elaboration creating and presenting real or imagined texts, incorporating humorous and expressive language to entertain younger audiences, for example, audio big books, puppet plays, cartoons or short video clips, selecting language and images to enrich the visual or listening experience
- Elaboration creating family histories/life stories, identifying values and practices that keep families strong, such as sharing food and eating together
Students apply rules of pronunciation and intonation in spoken [Language] to enhance fluency.
Content descriptorAC9L1F6U01 Understanding language and culture
apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words, phrases and expressions
Elaborations (6)
- Elaboration understanding how to use sound-symbol relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and sound changes
- Elaboration reading short stories aloud with peers, focusing on appropriate intonation, stress and tone, to share meaning
- Elaboration transcribing elements of spoken language, using their knowledge of [Language] and its writing system
- Elaboration using tone, intonation and movement to tell an engaging story in [Language], with developing fluency
- Elaboration paying attention to consistency in spelling, checking spelling with Elders as appropriate, and using grammar guides, dictionaries and other sources
- Elaboration observing and talking about where pronunciation of [Language] occurs in the mouth, thinking about the tongue, lips and throat, and the shape of the mouth when speaking
They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in [Language].
Content descriptorAC9L1F6U02 Understanding language and culture
use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts
Elaborations (4)
- Elaboration making comparisons and identifying patterns in and among languages, for example, free and fixed word order, tense in verbs, and use of affixes versus prepositions
- Elaboration changing tenses of verbs by adding a suffix to a base verb and completing an information-gap exercise
- Elaboration demonstrating main topical areas of [Language] vocabulary, such as groupings of natural species, cardinal directions, and kinship system, and contrast these with English vocabulary groupings, by developing a chart
- Elaboration using collective nouns for family members to describe extended kinship
They compare language structures and features in [Language] and English, using some metalanguage.
Content descriptorAC9L1F6U03 Understanding language and culture
compare some [Language] language structures and features with those of English, using some familiar metalanguage
Elaborations (6)
- Elaboration working with a range of text types, for example, listening to interviews of Elders’ stories, connecting these with a timeline and reading a matching biography
- Elaboration developing metalanguage for talking about language, such as noun phrases, prefixes, suffixes and transitivity, for example, understanding ways of approaching verbs such as I sit, you sit, they sit, we sit (exclusive and inclusive) or equivalent as appropriate in [Language]
- Elaboration distinguishing the purpose and reason for a range of texts such as different types of archived language texts, for example, dictionaries with recordings of words, stories and their translations, grammar guides or children’s books
- Elaboration explaining their own or others' artwork or visual representations of stories, through labelling or describing metaphors or symbols
- Elaboration recognising language features typically associated with familiar texts, for example, the use of imperatives in games, instructions and procedures, and the use of past tense in traditional narratives and recounts
- Elaboration linking ideas using appropriate grammatical forms, for example, connectives, serialisation and embedding
They reflect on the importance of maintaining and strengthening [Language] and the protocols associated with language reclamation and revitalisation.
Content descriptorAC9L1F6U04 Understanding language and culture
understand how Aboriginal languages and Torres Strait Islander languages are maintained and strengthened
Elaborations (8)
- Elaboration identifying some of the complexities, challenges and barriers involved in keeping oral traditions strong
- Elaboration recognising the importance of cultural ownership and traditional kinship systems in songs, stories, dances, tools and designs, and how specific cultural groups hold custodial rights and responsibilities over these expressions
- Elaboration understanding that songs, stories, dances and designs are connected through and belong to kinship and other social groupings, place, histories and stories
- Elaboration recognising and using principles and protocols of cultural safety when engaging with cultural material or property, for example, seeking permission and explaining the purpose of a visit to someone else’s property or Community by writing an entry-request letter
- Elaboration understanding ways that language and culture have been maintained and strengthened in their community, for example, by using [Language] in writing, recording, archiving material, media services, ceremonies, celebrations, songs and music, and visual designs
- Elaboration understanding that some Aboriginal languages and Torres Strait Islander languages are being revitalised, reclaimed or renewed
- Elaboration engaging and asking questions of local community members about the histories and experiences of their language(s), for example, asking in [Language] which aspects of language they learnt through songs and stories
- Elaboration researching how local language has developed and identifying historical connections with other local languages
Content descriptorAC9L1F6U05 Understanding language and culture
recognise that identity is shaped by language(s), culture(s) and Country/Place, and that this impacts on communication
Elaborations (10)
- Elaboration identifying examples of language that carry cultural elements, for example, placenames and greetings
- Elaboration using appropriate language and behaviours for different relationships, considering cultural contexts, for example, understanding protocols of respect when interacting with Elders or in-laws
- Elaboration learning from Elders and/or community members about roles and responsibilities in caring for Country/Place, such as understanding land-management practices, for example, fire-management practices
- Elaboration understanding that there are open and closed versions of stories and ceremonies, and discussing why
- Elaboration recognising cultural practices and associated language, for example, using an open fireplace as an oven in traditional cooking, knowing the names of vegetables and fish, and reflecting on how ways of cooking are linked to their own Country/Place and People, and their own identity
- Elaboration identifying markers of identity across cultures, including family, community, location, language, age and gender, and considering how these markers may vary in different cultural contexts
- Elaboration recognising the role of identity in contributing to individual, group and community wellbeing, such as how cultural pride and connection with culture, Country/Place and Peoples can positively impact mental health and social cohesion
- Elaboration identifying and naming traditional Country/Place of parents and grandparents, for example, discussing the boundaries of their parents’ and grandparents’ clans and using a family tree to introduce themselves in this context in [Language]
- Elaboration investigating and explaining appropriate behaviours for different relationships such as friends and/or boyfriends/girlfriends
- Elaboration identifying Indigenous Peoples in the Australasian region and creating a wall display of photos depicting aspects of language, culture and material culture
They show understanding of how language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9L1F6U04 Understanding language and culture
understand how Aboriginal languages and Torres Strait Islander languages are maintained and strengthened
Elaborations (8)
- Elaboration identifying some of the complexities, challenges and barriers involved in keeping oral traditions strong
- Elaboration recognising the importance of cultural ownership and traditional kinship systems in songs, stories, dances, tools and designs, and how specific cultural groups hold custodial rights and responsibilities over these expressions
- Elaboration understanding that songs, stories, dances and designs are connected through and belong to kinship and other social groupings, place, histories and stories
- Elaboration recognising and using principles and protocols of cultural safety when engaging with cultural material or property, for example, seeking permission and explaining the purpose of a visit to someone else’s property or Community by writing an entry-request letter
- Elaboration understanding ways that language and culture have been maintained and strengthened in their community, for example, by using [Language] in writing, recording, archiving material, media services, ceremonies, celebrations, songs and music, and visual designs
- Elaboration understanding that some Aboriginal languages and Torres Strait Islander languages are being revitalised, reclaimed or renewed
- Elaboration engaging and asking questions of local community members about the histories and experiences of their language(s), for example, asking in [Language] which aspects of language they learnt through songs and stories
- Elaboration researching how local language has developed and identifying historical connections with other local languages
Content descriptorAC9L1F6U05 Understanding language and culture
recognise that identity is shaped by language(s), culture(s) and Country/Place, and that this impacts on communication
Elaborations (10)
- Elaboration identifying examples of language that carry cultural elements, for example, placenames and greetings
- Elaboration using appropriate language and behaviours for different relationships, considering cultural contexts, for example, understanding protocols of respect when interacting with Elders or in-laws
- Elaboration learning from Elders and/or community members about roles and responsibilities in caring for Country/Place, such as understanding land-management practices, for example, fire-management practices
- Elaboration understanding that there are open and closed versions of stories and ceremonies, and discussing why
- Elaboration recognising cultural practices and associated language, for example, using an open fireplace as an oven in traditional cooking, knowing the names of vegetables and fish, and reflecting on how ways of cooking are linked to their own Country/Place and People, and their own identity
- Elaboration identifying markers of identity across cultures, including family, community, location, language, age and gender, and considering how these markers may vary in different cultural contexts
- Elaboration recognising the role of identity in contributing to individual, group and community wellbeing, such as how cultural pride and connection with culture, Country/Place and Peoples can positively impact mental health and social cohesion
- Elaboration identifying and naming traditional Country/Place of parents and grandparents, for example, discussing the boundaries of their parents’ and grandparents’ clans and using a family tree to introduce themselves in this context in [Language]
- Elaboration investigating and explaining appropriate behaviours for different relationships such as friends and/or boyfriends/girlfriends
- Elaboration identifying Indigenous Peoples in the Australasian region and creating a wall display of photos depicting aspects of language, culture and material culture
This achievement standard describes the expected learning for Years 5 to 6 Framework for Aboriginal Languages and Torres Strait Islander Languages · First language learners · Foundation to Year 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Communicating meaning in [Language] | Interacting in [Language] | 2 | 18 |
| Communicating meaning in [Language] | Mediating meaning in and between languages | 2 | 18 |
| Communicating meaning in [Language] | Creating text in [Language] | 1 | 9 |
| Understanding language and culture | Understanding systems of language | 3 | 16 |
| Understanding language and culture | Understanding the interrelationship of language, culture and identity | 2 | 18 |
| Total | 10 | 79 | |
Frequently Asked Questions
What should students know by the end of Years 5 to 6 Framework for Aboriginal Languages and Torres Strait Islander Languages?
By the end of Year 6, students initiate and use strategies to maintain interactions in [Language] language that are related to their experiences and views. Read the full standard
How many Content Descriptors support this standard?
10 Content Descriptors support this Achievement Standard (Communicating meaning in [Language]: 5, Understanding language and culture: 5).
How does this compare to Years 3 to 4?
The Years 3 to 4 Framework for Aboriginal Languages and Torres Strait Islander Languages standard (ASLANFALFLLY34) covers the preceding curriculum level. Standards build progressively, with Years 5 to 6 expectations extending what was introduced in Years 3 to 4.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.