Years 5 to 6
Languages
ASLANFALLRY56
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 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.
Language revival · 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 immediate environment.
Content descriptorAC9LRF6C01 Communicating meaning in [Language]
initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and learning environment
Elaborations (10)
- Elaboration describing oneself in relation to aspects of school and home life, for example, discussing cultural traditions such as celebrations, sporting activities, or things they like to do with their families such as celebrating the harvest of the first fruit
- Elaboration describing others and talking about roles and responsibilities within their culture or describing characteristics valued in their community
- Elaboration asking and answering questions to describe people, animals and objects, based on colour, size, number and location, for example, discussing traditional clothing styles or describing native animals that are unique to their local area
- Elaboration sharing and reflecting on learning experiences, using visual aids to support discussions, for example, sharing about visits to culturally-significant sites or participating in community activities specific to their cultural background, if appropriate
- Elaboration showing interest and respect for others by expressing praise and encouragement, for example, appreciating cultural performances or recognising accomplishments within their cultural context, if appropriate
- Elaboration discussing plans, using appropriate sentence structures, for example, projects they plan to participate in, such as recycling water, and using [Language] to explain the process or their involvement to Elders and/or community members, using appropriate protocols
- Elaboration engaging in face-to-face or online conversations and discussions, sharing viewpoints about common interests, for example, exchanging opinions about issues in daily life
- Elaboration practising language skills for classroom interactions for example, rehearsing how to ask the teacher for help, or checking that their pronunciation in [Language] is correct
- Elaboration expressing feelings in [Language] in response to the teacher's questions, for example, how they are feeling about the workload or level of difficulty
- Elaboration apologising and expressing concern, respect and sympathy to friends and family members, for example, apologising for a mistake or recognising their role in Sorry Business, if appropriate
They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, preferences and ideas.
Content descriptorAC9LRF6C02 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 interacting with Elders and/or community members, if appropriate, and teachers, and following instructions/procedures, for example, making a tool or preparing food from the garden
- Elaboration creating a skit or performance to introduce a buddy class to aspects of [Language] language and culture, for example, protocols for introducing others or expressions that have particular social/cultural significance
- Elaboration taking collaborative action such as improving or planning and implementing a recycling program at school
- Elaboration creating a shared digital presentation based on a traditional story with permission from Elders and/or community members, incorporating [Language] and drama to develop public speaking skills
- Elaboration contributing to national and local celebrations and significant events, for example, NAIDOC Week, Reconciliation Week, Harmony Day, Mabo Day and Children’s Day
- Elaboration providing peer feedback and support using comments and questions to check in on others, for example, asking, How are you going? in [Language], and keeping the conversation flowing with questions and their own responses
- Elaboration sharing ideas about the experience of learning and using [Language], identifying their own strengths and what helps them learn
- Elaboration learning games from Elders and/or community members or from recorded resources in [Language], for example, making animal shapes in string games
They use strategies to locate and interpret information and ideas in texts.
Content descriptorAC9LRF6C03 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 producing a timeline of the main events in a story or creating storyboards to represent key events in different types of texts, including captions or word bubbles to fit moods or feelings
- Elaboration mapping sites, landforms and other features of Country/Place in a travelling story, incorporating knowledge of the land and including significant cultural sites, Dreaming tracks, songlines and environmental connections
- Elaboration interacting with artistic expression and techniques, engaging with the diversity of all art forms relating to Country/Place, with permission from Elders and/or community members as appropriate, and noticing the cultural meanings and stories conveyed through these art forms
- Elaboration discussing key messages, social values and traditional histories expressed in stories, songs and dances, such as the importance of kinship and preservation of cultures
- Elaboration compiling and presenting information from a survey of peers and displaying results, for example, a case study of language in the school or a survey using questions asking, 'How do you feel about learning your language?' or 'How do you feel about Elders coming to school and sharing their language and culture?' or 'What do you think might happen if [Language] isn’t taught in school?' or the equivalent in [Language] as appropriate, and sharing the results
- Elaboration creating digital profiles of characters from [Language] texts or stories, with guidance from Elders/and/or community members as appropriate, providing physical and character descriptions, examples of ways of communicating and behaving, and expressing their cultural significance and representation
- Elaboration making predictions about the development of ideas in [Language] texts such as seasonal calendars, considering cultural nuances and storytelling techniques employed within First Nations narratives
- Elaboration responding to a contemporary text by manipulating the original to create a new version, for example, re-sequencing events, adding a new element, changing the location or character(s), or creating an alternative ending
- Elaboration identifying Indigenous Peoples in the Australasia region and creating a wall display with photos of aspects of language and material culture
Content descriptorAC9LRF6C04 Communicating meaning in [Language]
apply strategies to interpret and convey meaning in [Language] language in familiar non-verbal, spoken and written cultural contexts
Elaborations (7)
- Elaboration translating texts and identifying culture-specific concepts and expressions that do not easily translate into English, for example, language related to tools, placenames, landforms, kinship relations, and ways of being
- Elaboration identifying and discussing contexts in the community where translators and interpreters are required
- Elaboration identifying how the content and symbolism being described or represented in artworks or performances is relevant to Country/Place
- Elaboration reflecting on how they communicate in [Language] with their own family, if appropriate, and with friends and people less close to them, noticing differences in language use and communicative behaviour
- Elaboration creating bilingual/multilingual texts such as Creation, Dreamtime, Dreaming or traditional stories following appropriate protocols, cartoons, songs and photo stories, and reflecting on how different meanings are communicated in different languages for different audiences
- Elaboration creating bilingual/multilingual captions and commentaries for a school display, for example, an art display
- Elaboration identifying words in [Language] that are the same as or similar to neighbouring First Nations language(s)
They demonstrate understanding by responding in [Language] or English, adjusting their response to context, purpose and audience.
Content descriptorAC9LRF6C03 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 producing a timeline of the main events in a story or creating storyboards to represent key events in different types of texts, including captions or word bubbles to fit moods or feelings
- Elaboration mapping sites, landforms and other features of Country/Place in a travelling story, incorporating knowledge of the land and including significant cultural sites, Dreaming tracks, songlines and environmental connections
- Elaboration interacting with artistic expression and techniques, engaging with the diversity of all art forms relating to Country/Place, with permission from Elders and/or community members as appropriate, and noticing the cultural meanings and stories conveyed through these art forms
- Elaboration discussing key messages, social values and traditional histories expressed in stories, songs and dances, such as the importance of kinship and preservation of cultures
- Elaboration compiling and presenting information from a survey of peers and displaying results, for example, a case study of language in the school or a survey using questions asking, 'How do you feel about learning your language?' or 'How do you feel about Elders coming to school and sharing their language and culture?' or 'What do you think might happen if [Language] isn’t taught in school?' or the equivalent in [Language] as appropriate, and sharing the results
- Elaboration creating digital profiles of characters from [Language] texts or stories, with guidance from Elders/and/or community members as appropriate, providing physical and character descriptions, examples of ways of communicating and behaving, and expressing their cultural significance and representation
- Elaboration making predictions about the development of ideas in [Language] texts such as seasonal calendars, considering cultural nuances and storytelling techniques employed within First Nations narratives
- Elaboration responding to a contemporary text by manipulating the original to create a new version, for example, re-sequencing events, adding a new element, changing the location or character(s), or creating an alternative ending
- Elaboration identifying Indigenous Peoples in the Australasia region and creating a wall display with photos of aspects of language and material culture
Content descriptorAC9LRF6C04 Communicating meaning in [Language]
apply strategies to interpret and convey meaning in [Language] language in familiar non-verbal, spoken and written cultural contexts
Elaborations (7)
- Elaboration translating texts and identifying culture-specific concepts and expressions that do not easily translate into English, for example, language related to tools, placenames, landforms, kinship relations, and ways of being
- Elaboration identifying and discussing contexts in the community where translators and interpreters are required
- Elaboration identifying how the content and symbolism being described or represented in artworks or performances is relevant to Country/Place
- Elaboration reflecting on how they communicate in [Language] with their own family, if appropriate, and with friends and people less close to them, noticing differences in language use and communicative behaviour
- Elaboration creating bilingual/multilingual texts such as Creation, Dreamtime, Dreaming or traditional stories following appropriate protocols, cartoons, songs and photo stories, and reflecting on how different meanings are communicated in different languages for different audiences
- Elaboration creating bilingual/multilingual captions and commentaries for a school display, for example, an art display
- Elaboration identifying words in [Language] that are the same as or similar to neighbouring First Nations language(s)
They create texts, selecting and using a variety of vocabulary and sentence structures to suit context.
Content descriptorAC9LRF6C05 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 presenting information in spoken, print, and digital forms about the [Language] region, events and daily activities, for example, creating a radio advertisement for up-coming daily activities, or a poster for an event, or an announcement at a school assembly about a puppet show
- Elaboration creating a profile of a prominent community figure such as Eddie Koiki Mabo from childhood onwards, or a sports personality, community negotiator/spokesperson, musician or artist
- Elaboration recounting stories about their own family and community, using different presentation styles, for example, recording a multimedia presentation or writing a recount about a real or imaginary trip
- Elaboration experimenting with different storytelling methods, using various texts such as oral texts, photo stories, ebooks, dances, visual designs or drawings
- Elaboration creating, with permission from Elders and/or community members, shared visual or performance artwork, using elements, symbols and conventions from the [Language] culture/community to tell a story
- Elaboration inventing a game focusing on key language features and using expressions for playing games, for example, a board game
- Elaboration creating and performing imaginative texts such as skits or raps, using digital techniques, for example, using grammatical patterns to create original songs
- Elaboration incorporating gestures and hand signs into performed texts to enrich the texts and entertain others
- Elaboration creating texts to entertain younger audiences, such as cartoons or short video clips, using language and images that enhance the visual or listening experience
They sequence information and ideas, and use conventions appropriate to text type.
Content descriptorAC9LRF6C05 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 presenting information in spoken, print, and digital forms about the [Language] region, events and daily activities, for example, creating a radio advertisement for up-coming daily activities, or a poster for an event, or an announcement at a school assembly about a puppet show
- Elaboration creating a profile of a prominent community figure such as Eddie Koiki Mabo from childhood onwards, or a sports personality, community negotiator/spokesperson, musician or artist
- Elaboration recounting stories about their own family and community, using different presentation styles, for example, recording a multimedia presentation or writing a recount about a real or imaginary trip
- Elaboration experimenting with different storytelling methods, using various texts such as oral texts, photo stories, ebooks, dances, visual designs or drawings
- Elaboration creating, with permission from Elders and/or community members, shared visual or performance artwork, using elements, symbols and conventions from the [Language] culture/community to tell a story
- Elaboration inventing a game focusing on key language features and using expressions for playing games, for example, a board game
- Elaboration creating and performing imaginative texts such as skits or raps, using digital techniques, for example, using grammatical patterns to create original songs
- Elaboration incorporating gestures and hand signs into performed texts to enrich the texts and entertain others
- Elaboration creating texts to entertain younger audiences, such as cartoons or short video clips, using language and images that enhance the visual or listening experience
Students apply rules of pronunciation and intonation in spoken [Language].
Content descriptorAC9LRF6U01 Understanding language and culture
apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to known words and phrases
Elaborations (7)
- Elaboration understanding how to use sound-symbol relationships and developing knowledge of spelling conventions
- Elaboration using phrasing and intonation to link multiple sentences when holding a conversation with peers, for example, giving feedback to each other or to the group
- Elaboration transcribing written morphemes, words and phrases of the spoken forms of [Language], for example, recording in their language book to build an archive of language knowledge for reference
- Elaboration categorising words into syllable groups of 1 to 5 syllables, for example, words to describe the movement of the sun and moon in [Language]
- Elaboration reciting or performing a dramatised skit of well-known [Language] stories, with guidance from Elders and/or community members as appropriate, applying knowledge of pronunciation patterns and working on fluency
- Elaboration using knowledge of sound-symbol correspondences to read words, phrases, sentences and extended texts aloud
- Elaboration paying attention to consistency in spelling, checking spelling with Elders and/or community members if appropriate, and teachers, and using grammar guides, dictionaries and other sources
They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in [Language].
Content descriptorAC9LRF6U02 Understanding language and culture
use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts
Elaborations (9)
- Elaboration understanding that rules vary between languages, including word formation and word order
- Elaboration changing tenses of verbs by adding a suffix to a base verb if appropriate in [Language] and completing an information-gap activity
- Elaboration using imperatives that are formed by the addition of a suffix to a base verb and completing a table if appropriate in [Language]
- Elaboration constructing expressions that refer to people, places, things and events
- Elaboration recognising collective nouns for family members to describe extended kinship
- Elaboration identifying known word formation processes, for example, changing a word with the addition or change of a prefix or suffix to convey different meanings
- Elaboration recognising temporal expressions, for example, day-night cycle, lunar and seasonal cycles, before, after, soon, recent, long ago or equivalent if appropriate in [Language] expressions for cosmological time
- Elaboration identifying adverbs of manner, location and time, for example, again, more, in turn, too late, as well or equivalent if appropriate in [Language] and placing them in a word chart according to category
- Elaboration using a range of conjunctions to join groups of sentences together, for example, using because, so or equivalent if appropriate in [Language]
They compare language structures and features in [Language] and English, using some metalanguage.
Content descriptorAC9LRF6U03 Understanding language and culture
compare some [Language] language structures and features with those of English, using some familiar metalanguage
Elaborations (7)
- Elaboration working with a range of text types, for example, listening to interviews with Elders and/or community members, connecting these with a timeline and reading a short matching biography
- Elaboration developing metalanguage for talking about language, such as noun phrases, prefixes and suffixes, for example, understanding ways of approaching verbs such as I sit, you sit, they sit, we sit (exclusive and inclusive) or equivalent if 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 discussing loan words that have been incorporated from other languages to describe new concepts, for example, engineered words to describe technological innovations such as computer, skyscraper and car
- Elaboration discussing the etymology of words and comparing with English such as starfish in [Language] and English, or placenames that have been taken from [Language] and changed
- Elaboration building sentences with an understanding of word order, using verbs, nouns, adjectives and adverbs, for example, The dog has a short tail. The dog is black and hairy., in [Language] as appropriate
They show understanding of why language should be revived following the appropriate protocols, and how some language reflects cultural practices.
Content descriptorAC9LRF6U04 Understanding language and culture
understand how [Language] and Aboriginal languages and Torres Strait Islander languages can be revived, maintained and strengthened
Elaborations (8)
- Elaboration understanding terms used in discussions about some Aboriginal languages and Torres Strait Islander languages, such as revitalisation, reclamation and renewal
- Elaboration identifying some of the complexities, challenges and barriers involved in keeping oral traditions strong, such as colonisation and present-day global influences
- Elaboration recognising the importance of cultural ownership and traditional kinship systems in dances, songs, stories, tools and designs, and how specific cultural groups hold custodial rights and responsibilities over these expressions
- Elaboration understanding that dances, songs, stories 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 using modelled language
- Elaboration researching ways that language and culture have been revitalised 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 engaging and asking questions of local community members about the histories and experiences of their language(s), for example, asking 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 descriptorAC9LRF6U05 Understanding language and culture
recognise that identity is shaped by language(s), culture(s) and Country/Place, and that this impacts on communication
Elaborations (8)
- Elaboration identifying examples of language that carry cultural elements, for example, a Welcome to Country or an Acknowledgement of Country, placenames and greetings
- Elaboration using appropriate modelled 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 traditional 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 identifying 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 this way of cooking is linked to their own Country/Place and 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 evaluating personal learning progress, for example, discussing cultural factors that influence their language-learning experiences and reflecting on how cultural awareness enhances their language proficiency
- Elaboration recognising the role of identity in contributing to individual, group and community wellbeing, such as how cultural pride and connection with culture and Country/Place can positively impact mental health and social cohesion
They consider how this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9LRF6U04 Understanding language and culture
understand how [Language] and Aboriginal languages and Torres Strait Islander languages can be revived, maintained and strengthened
Elaborations (8)
- Elaboration understanding terms used in discussions about some Aboriginal languages and Torres Strait Islander languages, such as revitalisation, reclamation and renewal
- Elaboration identifying some of the complexities, challenges and barriers involved in keeping oral traditions strong, such as colonisation and present-day global influences
- Elaboration recognising the importance of cultural ownership and traditional kinship systems in dances, songs, stories, tools and designs, and how specific cultural groups hold custodial rights and responsibilities over these expressions
- Elaboration understanding that dances, songs, stories 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 using modelled language
- Elaboration researching ways that language and culture have been revitalised 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 engaging and asking questions of local community members about the histories and experiences of their language(s), for example, asking 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 descriptorAC9LRF6U05 Understanding language and culture
recognise that identity is shaped by language(s), culture(s) and Country/Place, and that this impacts on communication
Elaborations (8)
- Elaboration identifying examples of language that carry cultural elements, for example, a Welcome to Country or an Acknowledgement of Country, placenames and greetings
- Elaboration using appropriate modelled 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 traditional 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 identifying 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 this way of cooking is linked to their own Country/Place and 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 evaluating personal learning progress, for example, discussing cultural factors that influence their language-learning experiences and reflecting on how cultural awareness enhances their language proficiency
- Elaboration recognising the role of identity in contributing to individual, group and community wellbeing, such as how cultural pride and connection with culture and Country/Place can positively impact mental health and social cohesion
This achievement standard describes the expected learning for Years 5 to 6 Framework for Aboriginal Languages and Torres Strait Islander Languages · Language revival · 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 | 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 | |
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 immediate environment. 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 (ASLANFALLRY34) 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.