AC9LG6U04 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.

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

Elaborations

• 1

  recognising that language use can have connections to cultural practices, for example, comparing traditional song ‘Wie schön, dass du geboren bist’ and ‘Happy birthday to you’, and considering how birthdays are celebrated in German-speaking countries or communities

• 2

  discussing situations of culturally inappropriate language use and noticing what makes them inappropriate and how this may be addressed, for example, addressing an adult who is not a family member with du instead of Sie

• 3 noticing the impact of own assumptions about people from German-speaking countries, their language and culture, and considering how German speakers may also make assumptions and generalisations about Australians
• 4 exploring, in German or English, how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences in an aspect of the cultural expressions of German-speaking people or communities
• 5 understanding the required level of politeness, depending on the relationship between speakers, in a range of familiar contexts such as in a school, on the street or at home
• 6 identifying examples of current and historical influences of German-speaking countries and regions’ language and culture in the local and broader community, for example, in family heritage, place names, restaurants, businesses, food and other products
• 7

  exploring how geography and language are connected to lifestyle, education and language use, for example, school students’ break time activities, languages learnt in schools, and school systems such as Realschule, Gymnasium, Gesamtschule

• 8

  recognising that texts such as stories have a social and cultural purpose, for example, the moral of a story such as Die Bremer Stadtmusikanten, and comparing personal characteristics that are depicted in texts

• 9 appreciating that gestures differ across cultures, for example, shaking hands is generally more common in German-speaking countries than in Australia and omission to do so may be considered impolite from a German perspective
• 10

  gaining an awareness of some regional variations in language, for example, in greetings such as the Swiss Grüezi and Austrian or Bavarian Servus, or the lack of the Eszett in Switzerland and Liechtenstein

Related Achievement Standards