AC9LH6C05 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.

create and present a range of informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures in Devanāgarī script to sequence information and ideas, and conventions appropriate to text type

Elaborations

• 1 learning ways to type words and sentences in Hindi using a keyboard and incorporating word processed Devanāgarī script into a variety of texts
• 2 creating individual language and cultural profiles, explaining which language(s) or dialects are spoken at home, with extended family, or in social and community lives
• 3 creating a multimodal profile of a local community, including facilities and events, for recent Hindi-speaking migrants to Australia, and using information from websites or brochures, and facts that would be useful, for example, भारतीय सुपरमार्केट रात नौबजे तक खुला रहता है।
• 4 creating a class print or digital poster, locating and describing in Hindi a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
• 5 creating bilingual texts for non-Hindi speakers wanting to visit India or a Hindi-speaking region, to assist with travel and communication, such as word lists, common phrases, maps, menus, allergy cards, for example, मुझे मूँगफली से एलर्जी है।
• 6 creating and performing expressive texts such as narratives, poetry or personal commentaries, using mime, music, and evocative language to convey concepts that are relevant to their own social worlds and interests, for example, मित्रता; प्रेम; दया; अतिथि-सत्कार; अनेकता में एकता
• 7 adapting a familiar story, cartoon or poem to suit a younger or different kind of audience by including a new character, event or change of mood, for example, an Australian version of चाचा चौधरी; a lullaby that is exciting rather than soothing, or writing an alternative ending
• 8 creating informative and imaginative texts for specific purposes and audiences, for example, a presentation for parents or guests about the benefits of second language learning, or to showcase their bilingual or multilingual experience
• 9 experimenting with language features and simple devices appropriate to text type such as descriptions in recounts or narratives, humour in comic verse and persuasive language in advertisements

Related Achievement Standards