AC9L1F6C01 Year 5 Languages

AC9L1F6C01 – Year 5 Languages: Interacting in [Language]

Strand

Communicating meaning in [Language]

Substrand

Interacting in [Language]

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.

Content Descriptor

initiate and sustain modelled exchanges in familiar contexts related to Country/Place and students’ personal worlds

Elaborations

• discussing shared cultural values that they see as being important to family, school and community, for example, respecting Elders and/or community members, caring for the land, waters, sky and community
• demonstrating being a responsible speaker or listener in a manner appropriate to the audience and context, for example, welcoming Elders and/or community members or expressing gratitude using appropriate [Language] for context
• engaging in conversations and discussions with guest speakers, using culturally-appropriate interaction protocols such as active listening behaviours, asking questions, and offering opinions and ideas
• discussing similarities and differences among languages and analysing how marriage may affect languages in families, talking about how language varies in students’ families and how knowing these languages develops their own understanding of culture(s) and identity
• showing interest and respect for others by expressing praise and encouragement, for example, appreciating cultural performances or recognising accomplishments within their cultural context
• identifying and discussing actions that contribute to their own physical health and wellbeing, for example, identifying how significant people in their lives influence them to act or behave in culturally-appropriate ways
• sharing and explaining opinions about issues of common interest and identifying possible points of agreement or tension, such as parental, school and community expectations, peer pressure and intergenerational perspectives

Show 3 more elaborations

• understanding and discussing trust and social media, for example, comparing relationships with important people in their community, such as parents, Elders and/or community members, with online ‘friends’
• persuading others in the class to consider a particular point of view or action
• discussing and evaluating protective behaviours to stay safe in different situations, including near water or roads, in the bush or when a person or situation makes them feel uncomfortable or unsafe, such as walking alone in the dark

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANFALFLLY56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in [Language] language that are related to their experiences and views. 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 range 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] to enhance fluency. 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 reflect on the importance of maintaining and strengthening [Language] and the protocols associated with language reclamation and revitalisation. They show understanding of how language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.