Year 3 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 3 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 4, students use [Language] language to initiate structured interactions to share information related to Country/Place, the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts.
Students imitate sound combinations and rhythms of spoken [Language]. They demonstrate understanding that [Language] has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in [Language] and make comparisons between [Language] and English. They understand that the [Language] language is passed down from generation to generation by its Custodians and is connected with culture and identity. They identify 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]
AC9L2F4C01 initiate exchanges and respond to modelled questions about self, others and the learning environment, using formulaic expressions AC9L2F4C02 participate in activities that involve planning with others, using a range of familiar phrases and modelled structuresMediating meaning in and between languages
AC9L2F4C03 locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts AC9L2F4C04 develop strategies to comprehend and adjust [Language] language in familiar contexts to convey cultural meaningCreating text in [Language]
AC9L2F4C05 create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple phrases and sentences, and modelled textual conventionsUnderstanding language and culture
Understanding systems of language
AC9L2F4U01 recognise and use modelled combinations of sounds, pronunciation and intonation patterns of [Language] to form words and phrases AC9L2F4U02 recognise [Language] language conventions, grammatical structures and basic syntax, in familiar texts and contexts AC9L2F4U03 recognise familiar [Language] language features and compare with those of English, in known contextsUnderstanding the interrelationship of language, culture and identity
AC9L2F4U04 recognise that Aboriginal languages and Torres Strait Islander languages are passed down by Custodians from generation to generation AC9L2F4U05 identify connections between [Language] language, culture, Country/Place and identityAt a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Communicating meaning in [Language] | Interacting in [Language] | 2 | 15 |
| Communicating meaning in [Language] | Mediating meaning in and between languages | 2 | 14 |
| Communicating meaning in [Language] | Creating text in [Language] | 1 | 8 |
| Understanding language and culture | Understanding systems of language | 3 | 25 |
| Understanding language and culture | Understanding the interrelationship of language, culture and identity | 2 | 13 |
| Total | 10 | 75 | |