TeaCheese Achievement Standards Content Descriptors Blog About
Descriptors›Languages›Year 5›Understanding language and culture›Understanding language and culture›AC9LCH6U02
AC9LCH6U02: Year 5 Languages Content Descriptor – Understanding language and culture
AC9LCH6U02 Year 5 Languages

AC9LCH6U02 – Year 5 Languages: Understanding language and culture

Strand
Understanding language and culture
Substrand
Understanding language and culture

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

identify and use components and/or characters, sentence structures, syntax and writing system features to compose and respond to familiar and some unfamiliar texts and contexts

Elaborations

  • • analysing common simple and compound characters through a number of examples, 找, 提, 挑, 打 and identifying the possible placement of specific radicals and components in a compound character, for example, the placement of 扌on the left-hand side, through digital or board games
  • • using digital tools to write a specific character, and obtaining its pronunciation by using online dictionaries
  • • developing understanding of 6 types of Chinese characters such as pictographs 象形字 and phono-semantic characters 形声字
  • • inferring meaning of unfamiliar words from known morphemes, for example, 学生, 学校, 小学
  • • using appropriate punctuation in writing, including commas, full stops, question marks, semicolons, colons, inverted commas and exclamation marks
  • • exploring and beginning to build more complex messages, using joining words 也,和,conjunction words 因为 ... 所以 ..., 虽然 ... 但是 ..., 不但 ... 而且 ..., sequence words 首先 ... 其次 ... 接着 ... 最后 ...
  • • discriminating between the contextual meanings of characters with multiple meanings such as 家 in 家人 and in 画家, or that 冷 means cold in 冷水 and quiet in 冷清
Show 3 more elaborations
  • • using the function of words and structures in language, for example, 了 in the sentence 我早上看见了两只猫。 indicates the completion of an action in the past
  • • understanding that there are different applications of grammatical rules in spoken and written language, for example, 这碗面太好吃了！这碗面非常美味！
  • • exploring ways to express similarities or comparatives, using 和 ... 一样, ... 比 ... 更 ..., ... 比较 ..., ... 最 …

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANCHIBLLF-1Y56
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 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, using characters with appropriate stroke order and radicals, vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type. Students apply rules for pronunciation and intonation in spoken Chinese. They apply conventions of script and punctuation, and use 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.