AC9L2F6C01
Years 5 to 6
Languages
AC9L2F6C01 | Years 5 to 6 Framework for Aboriginal Languages and Torres Strait Islander Languages: Interacting in [Language]
Content Descriptor
Content descriptor initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and learning environment
Second language learners · Foundation to Year 10 sequence
Strand
Communicating meaning in [Language]
Substrand
Interacting in [Language]
This content descriptor sets out learning for Years 5 to 6 Framework for Aboriginal Languages and Torres Strait Islander Languages · Second language learners · Foundation to Year 10 sequence. Use it to plan lessons and assessment with the Australian Curriculum v9.
Elaborations
- • Elaboration describing oneself in relation to aspects of school and home life, for example, discussing cultural traditions such as celebrations, sporting activities, and things they like to do with their families
- • Elaboration describing others and talking about roles and responsibilities within their own culture(s) or describing characteristics valued in their community
- • Elaboration asking and answering questions to describe people, animals and objects, based on colour, size, number and location, for example, describing native animals that are unique to their region
- • Elaboration sharing and reflecting on learning experiences, using visual aids to support discussions, for example, sharing about visits to culturally-significant sites or participating in community activities specific to their cultural background, if appropriate
- • Elaboration showing interest and respect for others by expressing praise and encouragement, for example, appreciating cultural performances or recognising accomplishments within their cultural context, if appropriate
- • Elaboration discussing plans, using appropriate sentence structures, for example, projects they plan to participate in, such as recycling water, and using [Language] to explain the process or their involvement to Elders and/or community members, using appropriate protocols
- • Elaboration engaging in face-to-face or online conversations and discussions, sharing viewpoints about common interests, for example, exchanging opinions about issues in daily life
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- • Elaboration practising language skills for classroom interactions, for example, rehearsing how to ask the teacher for help, or checking that their pronunciation in [Language] is correct
- • Elaboration expressing feelings in [Language] in response to the teacher's questions, for example, how they are feeling about the workload or level of difficulty
- • Elaboration apologising and expressing concern, respect and sympathy to friends and family members, for example, apologising for a mistake or understanding how to express sympathy or concern for someone experiencing Sorry Business, if appropriate
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