AC9LA6C05 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.

create and present a range of informative and imaginative spoken, written and multimodal texts using conventions of letter position, in a variety of modelled sentence structures to sequence information and ideas appropriate to text

Elaborations

• 1 presenting information or ideas in multimodal texts for a particular audience, such as an interactive display in the school to give students information about the importance and the benefits of learning Arabic, or a newsletter about a sports carnival or school event
• 2 conveying information relating to significant people, places or events in Arabic-speaking communities, such as a poster for an occasion, a profile of a famous Arabic-speaking actor or a digital guide to a place of interest
• 3

  preparing and giving simple spoken or written presentations about aspects of their personal worlds such as a milestones timeline, personal achievements or family celebrations, for example, أنا سامي، أبي من لبنان، وأمي من العراق، أنا ولدت هنا في أستراليا في شهر إبريل/نيسان، عمري الآن ١١ عاماً، أحب السفر ولعب كرة القدم عندما كنت في الصف الأول كنت قصيرًا، لكن أنا طويلٌ الآن وتغير شكلي كثيراً

• 4 creating a class print or digital poster, locating and describing, in Arabic, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
• 5

  making bilingual texts for non-Arabic speakers wanting to visit an Arabic-speaking country, to assist with travel and communication, such as word lists, common phrases, maps, menus, allergy cards, for example, انا عندي حساسية من الفول السوداني/ المكسرات، هل هذا الطعام يحتوي على مشتقات البيض؟

• 6

  collecting and presenting key ideas relating to lifestyle trends in the local community, using graphic organisers to show priorities in lists or tables, Venn diagrams to compare statistics or ideas, or graphs to highlight frequency, for example, الرياضة مهمة للصحة، المأكولات السريعة مضرة، المشروبات السكرية تسبب السمنة الطعام الصحي مقابل الطعام غير الصحي ، شرب الماء مقابل المشروبات الغازية

• 7

  creating own imaginative texts based on characters, settings and events in familiar stories for own and others’ enjoyment and interest علاء الدين يطير على سجادته إلى أستراليا، جحا وحماره ، الثعلب المكار

• 8 creating works, individually or collaboratively, experimenting with rhyme, rhythm, voices and actions to convey different moods and feelings, for example, poetry including acrostic poetry or raps, songs or new lyrics for known songs, and short plays or new dialogue for known plays
• 9 creating individual language and cultural profiles, explaining which language(s) or dialect(s) are spoken at home, with extended family or in social and community contexts
• 10

  constructing a multimodal profile or brochure of the local community for tourists or new Arabic-speaking residents, collecting and using information from public and community texts such as flyers, newsletters and advertisements that detail opening times of facilities, attractions, local history and events, and food outlets, for example, مكتب حجز الرحلات البحرية يفتح الساعة الثامنة صباحًا، أما سوق الهدايا التذكارية فيفتح الساعة السابعة صباحًا المطاعم في لبنان تغلق بعد منتصف الليل

• 11 creating and performing texts to entertain others which incorporate elements such as dance, mime, singing and narration and reference values and traditions associated with Arabic communities
• 12 creating digital profiles of characters they enjoy in different stories, plays or poems, providing physical and character descriptions, and examples of the ways they speak and behave

Related Achievement Standards