AC9LC6C04 Year 5 Languages

AC9LC6C04 – Year 5 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Chinese

Substrand

Mediating meaning in and between 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.

Content Descriptor

apply strategies to interpret and convey meaning in Chinese language in familiar non-verbal, spoken and written cultural contexts

Elaborations

• identifying Chinese symbols in print and digital texts, such as the longevity symbol, and developing ways to convey the culturally attached value when expressing the meaning of these symbols in English
• comparing simple sentences in Chinese language with online-translated sentences, for example, comparing the sentence, “I like Chinese” that is often translated as, “I like Chinese people” or “I like Chinese language”, and discussing why an online translator might give an inaccurate translation
• sharing their own translation of short texts (brand names, signs, slogans, billboard advertisements, etc.) with others, and evaluating the effectiveness of their own translation

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANCHISLF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Chinese language that are related to their immediate environment. They use key features of pronunciation and intonation, recognising stress and phrasing in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas, and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Chinese 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. They use familiar characters appropriate to context and Pinyin.Students apply rules for pronunciation and intonation, writing, character formation, punctuation and modelled structures, when creating and responding in Chinese. They compare language structures and features in Chinese and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.