AC9LG6C03 Year 5 Languages

AC9LG6C03 – Year 5 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in German

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

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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
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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.
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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.
• listening to or viewing First Nations Australian authors’ stories in English and responding to them using words, formulaic expressions and modelled sentences in German
• 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
• 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
• 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

Show 3 more elaborations

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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
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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
• 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

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANGERF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in German 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 German 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 of pronunciation and intonation in spoken German. They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in German. They compare language structures and features in German 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.