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Descriptors›Languages›Year 5›Understanding language and culture›Understanding systems of language›AC9L1F6U02
AC9L1F6U02: Year 5 Languages Content Descriptor – Understanding systems of language
AC9L1F6U02 Year 5 Languages

AC9L1F6U02 – Year 5 Languages: Understanding systems of language

Strand
Understanding language and culture
Substrand
Understanding systems of 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

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts

Elaborations

  • • making comparisons and identifying patterns in and among languages, for example, free and fixed word order, tense in verbs, and use of affixes versus prepositions
  • • changing tenses of verbs by adding a suffix to a base verb and completing an information-gap exercise
  • • demonstrating main topical areas of [Language] vocabulary, such as groupings of natural species, cardinal directions, and kinship system, and contrast these with English vocabulary groupings, by developing a chart
  • • using collective nouns for family members to describe extended kinship

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.