AC9L2F6U02 Year 5 Languages

AC9L2F6U02 – 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

• understanding that rules vary between languages, including word formation and word order
• changing tenses of verbs by adding a suffix to a base verb if appropriate in [Language] and completing an information-gap activity
• using imperatives that are formed by the addition of a suffix to a base verb and completing a table if appropriate in [Language]
• constructing expressions that refer to people, places, things and events
• recognising collective nouns for family members to describe extended kinship
• identifying known word formation processes, for example, changing a word with the addition or change of a prefix or suffix or to convey different meanings
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recognising temporal expressions, for example, day-night cycle, lunar and seasonal cycles, before, after, soon, recent, long ago or equivalent if appropriate in [Language] expressions for cosmological time

Show 2 more elaborations

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identifying adverbs of manner, location and time, for example, again, more, in turn, too late, as well or equivalent if appropriate in [Language] and placing them in a word chart according to category
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using a range of conjunctions to join groups of sentences together using because, so or equivalent if appropriate in [Language]

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANFALSLLY56

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 immediate environment. 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 variety 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]. 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 show understanding of why language should be revived following the appropriate protocols, and how some language reflects cultural practices. They consider how this is reflected in their own language(s), culture(s) and identity.