AC9LIT6U01 Year 5 Languages

AC9LIT6U01 – Year 5 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

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

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Elaborations

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learning to pronounce double consonants such as la mattina, il cappello, la piazza, fa freddo
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understanding that not pronouncing double consonants in Italian affects meaning, for example, capello/cappello; pala/palla; casa/cassa; polo/pollo
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learning to pronounce z (z) and ‘zz’ (ts) sounds
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recognising that Italian usually stresses the penultimate syllable, for example, studiare, francese, intelligente; and that there are exceptions to the rule, for example, meccanico, subito, difficile
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understanding that letter combinations affect pronunciation, for example, Sci/e is pronounced ‘sh’; sca, sco,scu; are pronounced ‘sk’; and can also affect meaning, for example, sciarpa/scarpa
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learning to pronounce dipthongs in Italian, for example, buono, chiuso, ieri, ciao, più
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understanding that there are both grave and acute accents in Italian, for example, è, perché, città and accents on the last letter of a word indicate where the stress falls when saying the word; and learning to insert accents into their work electronically

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANITAF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Italian 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 Italian 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 Italian. They compare language structures and features in Italian 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.