AC9L1AU6C02 Year 5 Languages

This Content Descriptor from Year 5 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

participate in activities that involve planning and negotiating with others, using familiar and modelled idiomatic language to agree, suggest and resolve

Elaborations

• 1

  problem-solving in team activities, for example, working to reduce the use of plastic at home and school, using language such as

  FIX/SOLVE, HOW?

  How can we solve this?

  WHAT DO?

  What can we do next?

• 2

  playing group games to categorise information, for example, students using DSs to describe animal features such as 'big' ears or 'long' tail, and asking questions such as with different animal cards and students using DS and asking

  POSS2 ANIMAL LOOK LIKE WHAT?

  What does your animal look like?

• 3

  negotiating roles, responsibilities and priorities in activities such as cooking or designing a class garden, making suggestions, for example,

  PRO1 THINK SHOULD FIRST THIS, WHEN DONE, FOCUS ON THAT

  I think we should first do this, then when done, focus on that.

  
  
  

  and using conditional language such as

  IF NOT YET NMF:HEAD-SHAKE, CAN-NOT NEXT DS:INDICATE-NEXT-PART

  If not yet finished, don’t do the next step.

• 4 using strategies that support participation in shared activities, including signing clearly, pausing for others to respond, asking questions, linking their own contributions to those of others or waving to indicate they have something to contribute next
• 5

  organising activities such as excursions or planning an imaginary trip, and deciding what they want to do and associated details, for example,

  PRO1 WANT … PRO1 WANT-NOT

  I want …, I don't want

  PRO1 WILL … PRO1 WILL-NOT

  I will …, I won't

  TIME MEET?

  What time should we meet?

  THERE HOW?

  How are we getting there?

• 6

  creating a group presentation on a controversial proposition to present to teachers or parents, for example, ‘Phones should be banned’, using list buoys and formal signs such as

  FIRSTLY, SECONDLY, THIRDLY

• 7 creating and presenting a language map identifying different languages used by Deaf communities around the world

Related Achievement Standards