AC9L2AU6C02 Year 5 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.

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Elaborations

• 1 working collaboratively to plan a performance or presentation, for example, on aspects of Deaf culture or Auslan or a presentation about cyber safety
• 2

  allocating responsibilities and organising the completion of shared tasks, such as the creation of an online game or board game or a class project

  PRO2 THINK BEST THIS FIRST, FINISH, NEXT …

  Do you think we should do this first and when that’s done, next …

  THAT FIRST IMPORTANT THAT SECOND

  That’s more important than this.

• 3

  expressing preferences in relation to roles and responsibilities in shared learning activities, using statements such as

  PRO1 HANDWRITING PRO1 LIKE-NOT RATHER TYPING

  I don’t like handwriting; I prefer to type it.

  PRO1 WANT-NOT DRAW, PRO1 WANT TAKE MANY PHOTO

  I don’t want to do the drawing; I’d rather take photos.

• 4

  organising real or imagined activities or an event such as a class party, talent show or a trip overseas, using expressions related to place, time and numbers, for example,

  THAT SHOW WHEN WHAT DAY?

  What date is the show?

  PEOPLE THERE, HOW MANY?

  How many people will be there?

• 5

  playing games that involve detailed information exchange, such as 'Guess who?', asking for and supplying descriptions, for example,

  PT+f HAVE GLASSES?

  Does yours have glasses?

  HAVE-NOT

  No.

• 6 carrying out simulated transactions in different contexts, for example, playing a ‘restaurant’ game or a food shopping game

Related Achievement Standards