AC9L1F4C02 Year 3 Languages

AC9L1F4C02 – Year 3 Languages: Interacting in [Language]

Strand

Communicating meaning in [Language]

Substrand

Interacting in [Language]

This Content Descriptor from Year 3 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.

Content Descriptor

participate in activities that involve planning with others, using a range of phrases and modelled structures in familiar contexts

Elaborations

• following instructions from Elders and/or community members, using appropriate protocols, for example, learning to make necklaces or making bush shampoo after collecting beans, shells
• using [Language] in action games, and to create/compose dances and songs with guidance from Elders and/or community members as appropriate, for example, teaching each other string games to make different animal shapes
• working with visual, print and digital modes of expression to create texts such as invitations or programs for a class performance or event, for example, a digital presentation about a market night or preparing art with guidance from Elders and/or community members as appropriate, annotated with [Language] for a fundraiser
• engaging in shared tasks which involve planning and collaborating, for example, rehearsing for presentations or performances such as a skit or dance for a school assembly
• participating in national and local community celebrations and significant events, for example, NAIDOC Week, National Reconciliation Week, Harmony Day and Mabo Day
• collaborating to create a shared text in [Language], for example, producing a digital photo story after a class activity or event such as an overnight camping trip on Country/Place or at school
• developing language that supports planning learning tasks and activities, such as organising a class garden and allocating roles, for example, creating a persuasive presentation to encourage and justify participation in a water-saving program

Show 4 more elaborations

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knowing appropriate questions to ask specific audiences, for example, formulating appropriate types of questions to ask a class visitor or Elders and/or community members, such as open and closed questions and when, why and how questions
• conducting, recording and presenting observations and findings of collaborative experiments, for example, monitoring the water in a fish tank, recording the growth of a plant from a seed, or going through the process of incubating and hatching eggs
• collaborating to design an item such as a [Language] flag, instrument, tool, logo or totem that incorporates important elements related to the [Language] community, for example, making traditional hand shakers for a performance, using recycled and traditional materials
• participating in shared reading of texts, or in activities using the lyrics of songs, using pictures, context, meaning, phonics and grammatical knowledge to help comprehension

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANFALFLLY34

Year 3 Languages Achievement Standard

By the end of Year 4, students use [Language] language to initiate structured interactions to share information related to Country/Place, the learning environment and their personal worlds. They use familiar language to participate in spoken and written activities that involve planning and transacting. They locate and respond to key items of information in texts, using strategies to help interpret and convey meaning in familiar contexts. They use familiar and formulaic language, and basic syntax, to create texts. Students use the sounds, pronunciation and intonation patterns 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.