AC9LJ6C03 Year 5 Languages

AC9LJ6C03 – Year 5 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Japanese

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

• identifying and responding to language and cultural points of information in authentic texts (advertisements, letters, conversations, brochures, announcements, etc.), for example, decoding and ordering from a Japanese menu, finding a particular greeting on a card, or recording a phone number or the time
• accessing, organising and presenting information relating to aspects of Japanese culture (fashion, places in Japan, festivals, etc.) using supporting resources and providing a structured summary, for example, ふじさんです。たかいです。そして、ゆうめいです。かざんです。
• listening to a simple community announcement, such as a weather forecast for the week, and then writing an informal short message to a friend, for example, using modelled sentences to invite a friend to play, 土よう日ははれです。こうえんに行きましょうか。たのしいです。十じに行きます。
• listening to, or viewing First Nations Australian authors’ stories and responding to them using words, formulaic expressions and modelled sentences in Japanese
• inferring details, for example, listening to a conversation and inferring who is speaking depending on the formality of the language or viewing a clip of a shrine visit and answering questions including どこ、だれ、どうして、いつ、なに to interpret cultural practices
• extracting key points from a range of spoken, written or digital texts on topics such as healthy eating, school lunches, home or school routines, and discussing findings and comparing opinions, for example, 日本で子どもはがっこうのそうじをします。オーストラリアの子どもはがっこうのそうじをしません。
• using a range of print and digital tools, surveying and compiling simple information about others’ interests and preferences (favourite things, leisure activities, etc.) and presenting findings in a range of formats (flowcharts, graphs, diagrams, oral presentations, etc.)

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANJAPF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Japanese language that are related to their immediate environment. They use appropriate combinations of hiragana sounds, 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 Japanese 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. They use hiragana and familiar katakana and kanji appropriate to context.Students apply rules for pronunciation and intonation, punctuation, modelled structures and scripts, when creating and responding in Japanese. They compare language structures and features in Japanese 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.