AC9LC6U02 Year 5 Languages

AC9LC6U02 – 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 sentence structures, formulaic expressions and some characters and writing system features to compose and respond to texts, using appropriate punctuation and textual conventions

Elaborations

• handwriting modelled Chinese sentences or experimenting with the Chinese keyboard, inputting Pinyin and choosing Chinese characters, for example, writing an email to a pen pal in a school in China, or in another Chinese-speaking country/region, sharing simple self-introductions and asking simple questions
• developing understanding of character construction, stroke order and structure, for example, exploring components in Chinese language such as radicals 氵, 亻, and 艹
• exploring features and conventions of Chinese texts, including lack of word spacing or use of punctuation, comparing texts in traditional characters with texts in simplified characters such as 門, 门, and variability in text direction in Chinese and other scripts such as Arabic, Japanese and Hindi
• choosing appropriate pronouns and labels when referring to others in interactions, for example, 您/你, 小张/张晓琴, and using 的 as a possessive 我的书, 你的
• developing simple sentences using frequently used verbs 有, 要, 是, 会, 喜欢 including negation 没有, 不是, 不要, 不会
• applying processes of discourse development, such as using joining words 也, 和, contrasting words 但是 and sequencing 就 information in modelled sentences
• using subject+verb+object but expressing meaning from 我有狗 to 我的妈妈有狗 to 我的妈妈有三只黑色的狗, moving from simple to more complex expressions

Show 2 more elaborations

• discussing and identifying words that all have a similar component such as electricity 电脑, 电影, 电话, vehicles 车, 自行车, 汽车, 火车, meals 晚饭, 吃饭, 早饭, ball games 足球, 篮球, 网球
• using squares to write individual characters, and using appropriate punctuation such as full stops and double quotation marks to signal a quote

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.