AC9L1F4C03
Year 3
Languages
AC9L1F4C03 – Year 3 Languages: Mediating meaning in and between languages
Strand
Communicating meaning in [Language]
Substrand
Mediating meaning in and between languages
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
locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts
Elaborations
- • learning key information about Country/Place from Elders and/or community members or Rangers, for example, after a guided walk on Country/Place with an Elder, drawing and labelling different tracks and writing captions and comments in [Language] to make a class book
- • making and recording observations of habitats and how living things such as insects, frogs or plants develop through their life cycles, recognising the effect of different environmental factors on these cycles
- • listening to Elders and/or community speakers tell stories and sing songs, and making connections with their own lives, for example, hearing from Elders about limiting turtle egg collection so that there are enough remaining eggs to maintain the life cycle of turtles, and understanding how to apply sustainability in their own futures
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creating and responding to task cards for a treasure hunt with directions or pictures, using words such as near and far, above and below, beside and opposite or equivalent as appropriate in [Language]
- • mapping Country/Place in various forms, for example, on paper, online, or in sand or mud, and labelling key landmarks, topographical features, infrastructure and key community facilities, indicating distances and describing Country/Place from a bird's-eye view, for example, mapping a local waterhole
- • comparing photographs, journals and drawings from the past to the present, identifying and discussing elements of both change and continuity, for example, using the book ‘My Place’ to compare the past and present
- • comparing traditional and contemporary roles and places in the community, for example, roles such as storekeeper, ocean diver, nurse, teacher, park ranger, traditional healer and people responsible for Lore, song and dance, and places such as settlements, schools, roads and tracks
Show 6 more elaborations
- • identifying and recording indicators of seasonal and weather changes, and using these indicators to describe the seasons, for example, the behaviour of animals, reptiles, birds, insects and plants, or changes in wind direction
- • asking Elders and/or community members about traditional objects such as baskets, carvings, canoes, instruments, tools and mats, and identifying and describing how they are used, how they are made and maintained, and what materials they are made from
- • asking Elders, Rangers and community members about practices that care for Country/Place, for example, waterhole management and protection, fire management, flora and fauna management
- • collecting information about each other’s likes, dislikes or interests to create a class profile, chart or database, using checklists, surveys or questions, for example, asking each other about favourite animals, food, hobbies or their learning goals in [Language]
- • listening to Rangers and writing short stories based on the information that has been shared, for example, hearing about sharks swimming into warmer waters during breeding time and writing a diary from the perspective of the shark in [Language]
- • conveying understanding of plot and sequence in texts, for example, by recreating a sequence using a storyboard, labelling key events or creating a timeline with supporting commentary