AC9LF6C03 Year 5 Languages

AC9LF6C03 – Year 5 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in French

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

locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose

Elaborations

• accessing information about important French celebrations and festivities and presenting a print or multimodal report
• engaging with spoken and written texts concerning young people in France or French-speaking communities around the world, about their school routine, leisure time and lifestyle, and presenting the findings in a multimodal presentation
• identifying the purpose, context and intended audience of a range of familiar texts (phone messages, sports reports, takeaway food orders, etc.) recognising differences between spoken and written texts, and noting that some types of text such as emails or text messages combine elements of each
• listening to, or viewing First Nations Australian authors’ stories and responding to them using words, formulaic expressions and modelled sentences in French
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recognising and describing key features of familiar texts such as advertisements, reports or letters from sources such as Astrapi, Le Petit Quotidien and Images Doc, and comparing with similar texts from Australian sources
• extracting points of information from sources such as websites, books and magazines, and providing a summary of the key messages of the texts
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drawing from a range of informative texts (videos, books, magazines, advertisements, websites, etc.) to collect and compare information on topics (family life, housing, schooling, etc.) in different cultural contexts such as la campagne, les villes, les appartements, en francophonie

Show 3 more elaborations

• using performative, narrative or graphic organisers to create a new character based on one or more characters in an imaginative text
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watching different types of imaginative texts (puppet shows, stories, films, etc.) and then interviewing classmates about the characters, events, sets and costumes using modelled language to express ideas and reactions such as Il est comment? Il est fou! Pourquoi elle porte un panier? Parce que sa mamie est malade.
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conducting surveys with peers and family members to report on social behaviours and preferred modes of communication (le téléphone, le courriel, les conversations face à face, les textos, etc.)

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANFREF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in French language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm 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 French 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 for pronunciation and intonation, spelling and punctuation, and modelled structures, when creating and responding in French. They compare language structures and features in French 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.