AC9L1F6C03 Year 5 Languages

AC9L1F6C03 – Year 5 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in [Language]

Substrand

Mediating meaning in and between 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.

Content Descriptor

locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose

Elaborations

• reading/viewing/listening to and obtaining information from community texts such as school magazines or community notices, and creating an announcement, news piece or advertisement
• researching healthy ways of eating, identifying what is available from Country/Place or the community store, and keeping a food diary over a week, analysing how much bush food is in their daily diet
• investigating, with Elders and/or community members, some common bush medicines, talking about how they are used for different purposes and recording details through photos, pictures, diagrams, captions, descriptions and commentary
• observing and reading signs of Country/Place, such as the presence of bees, changing colours of bark, different tracks, tides, seaweed dumps, burnt ground, regeneration of vegetation, special (warning) calls of birds, ripening of fruit, and changes in the night sky, including constellations
• working with Elders and/or community members to map community-wide links among families according to traditional kinship systems, for example, skin, clan, moieties, and other social groupings
• writing narratives about their community’s past and present based on information and stories shared by Elders and/or community members, researched facts, characters and events
• responding to a creative contemporary text by manipulating the original, drawing inspiration from First Nations storytelling techniques, cultural perspectives and symbolism, for example, re-imagining a traditional story in a modern context in [Language]

Show 2 more elaborations

• participating in and responding to shared and guided reading of traditional and contemporary texts, for example, retelling or re-enacting a story to others in spoken, written or multimodal form, and creating a timeline of events or a profile of a favourite character
• creating profiles of characters, providing physical and character descriptions, and examples of their ways of communicating and behaving, for example, a digital profile, drawing or mime

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.