AC9L1F6C04 Year 5 Languages

AC9L1F6C04 – 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

apply strategies to interpret and convey meaning in [Language] language in non-verbal, spoken and written cultural contexts

Elaborations

• translating a range of familiar texts such as health clinic information, songs, reports and recounts, using visual and print dictionaries, word lists and pictures
• translating texts such as songs and stories, and identifying culture-specific concepts and expressions that do not easily translate into English, for example, language related to artefacts, landforms, traditional foods, kinship terms of address, and name substitutes
• explaining visual designs and performances to others, including the use of symbolism
• showing others how different signs and hand talk are used and explaining their meaning and symbolism
• creating a bilingual/multilingual brochure or poster about their community for a visitor, including a map of key features, protocols, cultural information or posters to promote health and wellbeing
• creating bilingual/multilingual texts such as stories, cartoons, songs and photo stories, and reflecting on how different meanings are communicated in different languages for different audiences
• identifying and working out the meaning of unfamiliar English words and expressions used in other curriculum areas, including technical language, and discussing how they would explain their meaning in [Language], for example, paper, Bunsen burners, safe houses, GPS, photocopying, clicking and dragging

Show 2 more elaborations

• reflecting on how they communicate in [Language] with their own family, friends, people less close or unknown to them, or in public, noticing differences in language use and communicative behaviour
• identifying and discussing contexts in their community where translators and interpreters may be required

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.