AC9LG6C03 Year 5 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.

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

Elaborations

• 1

  viewing or reading informative texts and sequencing steps in a process, for example, watching a short video about the water cycle in German and labelling a diagram with vom Meer zum Land, Regen, Fluss, Grundwasser

• 2

  viewing a news item or short documentary about a festival in a German-speaking country, such as die Basler Fasnacht or Karneval in Köln, and describing and giving an opinion about the main aspects, for example, Ich finde die Fasnacht in Basel super. Ich mag die Masken und die Musik.

• 3

  responding to a text such as a poem, by selecting an appropriate image to illustrate an aspect such as message or mood, and explaining choice, for example, Das ist die Sonne. Die Sonne ist heiß und gelb. Die Sonne scheint im Sommer. Ich freue mich, wenn die Sonne scheint.

• 4 listening to or viewing First Nations Australian authors’ stories in English and responding to them using words, formulaic expressions and modelled sentences in German
• 5 researching topics (recycling, the water cycle, the solar system, geographical features in German-speaking countries, etc.), using a range of sources (magazine articles, books, websites, etc.) and organising and sharing the information in print or secure digital format in modelled German texts
• 6 viewing subtitled media such as music clips or informative texts on different German-speaking communities, and identifying new vocabulary and expressions for use in shared texts
• 7 identifying information in German texts such as advertisements, conversations, brochures and announcements, and sharing this information with others in another format, for example, presenting a chart of favourite television programs, leisure activities or food preferences
• 8

  compiling and presenting information from a survey of peers and displaying results, for example, using graphs showing mode of transport to school zu Fuβ, mit dem Rad/Bus/Auto, mit der Bahn/Fähre and reporting whether it is environmentally friendly

• 9

  using modelled structures such as Das Ende war lustig/traurig/blöd or Die Hauptperson war sehr mutig/schön/schlau to express a personal opinion on aspects of a text such as the beginning, ending, plot and characters

• 10 producing a timeline of main events in a story or creating storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to fit moods or feelings

Related Achievement Standards