Year 5 Aboriginal and Torres Strait Islander Languages Achievement Standard – Australian Curriculum v9
This Achievement Standard describes what students are expected to know and do in Year 5 Languages by the end of the year. Teachers can use it to guide assessment design, collect evidence of learning, and ensure planning stays aligned with the Australian Curriculum v9.
What Students Should Know
By the end of Year 6, students initiate and use strategies to maintain interactions in [Language] language that are related to their immediate environment. 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 variety 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]. 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 show understanding of why language should be revived following the appropriate protocols, and how some language reflects cultural practices. They consider how this is reflected in their own language(s), culture(s) and identity.
Content Descriptors by Strand
This standard is supported by 10 Content Descriptors:
Communicating meaning in [Language]
Interacting in [Language]
AC9LRF6C01 initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and learning environment AC9LRF6C02 participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideasMediating meaning in and between languages
AC9LRF6C03 locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose AC9LRF6C04 apply strategies to interpret and convey meaning in [Language] language in familiar non-verbal, spoken and written cultural contextsCreating text in [Language]
AC9LRF6C05 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 typeUnderstanding language and culture
Understanding systems of language
AC9LRF6U01 apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to known words and phrases AC9LRF6U02 use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts AC9LRF6U03 compare some [Language] language structures and features with those of English, using some familiar metalanguageUnderstanding the interrelationship of language, culture and identity
AC9LRF6U04 understand how [Language] and Aboriginal languages and Torres Strait Islander languages can be revived, maintained and strengthened AC9LRF6U05 recognise that identity is shaped by language(s), culture(s) and Country/Place, and that this impacts on communicationAt 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 | 16 |
| Communicating meaning in [Language] | Creating text in [Language] | 1 | 9 |
| Understanding language and culture | Understanding systems of language | 3 | 23 |
| Understanding language and culture | Understanding the interrelationship of language, culture and identity | 2 | 16 |
| Total | 10 | 82 | |