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AC9LF6U04: Year 5 Languages Content Descriptor – Understanding the interrelationship of language and culture
AC9LF6U04 Year 5 Languages

AC9LF6U04 – Year 5 Languages: Understanding the interrelationship of language and culture

Strand
Understanding language and culture
Substrand
Understanding the interrelationship of 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

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and verbal communication

Elaborations

  • • exploring the idea of generalisations associated with languages and identities, discussing how groups of people tend to think about themselves and others, and how stereotypes affect attitudes and communication and can be inaccurate
  • • explaining Australian English vocabulary, expressions and practices to French speakers and other people from different language backgrounds, for example, explaining the meaning of ‘the bush’, ’fair go’, ‘she’ll be right’
  • •

    noticing how children from French-speaking communities around the world use different words and expressions, for example, tchop for manger, chamboul for la chambre, n’damba for le football in Cameroun; le chum (tchomme) for le copain, and l’avant-midi for le matin in Québec; and considering why such variations exist

  • • exploring how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences with an aspect of the cultural expressions of French-speaking people or communities
  • •

    using models such as Oops et Oh là là, involving one English-speaking and one French-speaking character and reflecting on instances of possible intercultural miscommunication

  • • thinking about how family and community impact on identity and communication, for example, using more than one language, celebrating or expressing feelings in various ways

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.