AC9LJ6U02 Year 5 Languages

AC9LJ6U02 – 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

use knowledge of modelled grammatical structures, formulaic expressions and writing system rules to compose and respond to texts using appropriate punctuation and textual conventions

Elaborations

• identifying and using elements of different sentence structures including location words, prepositions, 上, 下, directions and the use of particles in modelled structures, for example, しんかんせんで行きました、えんぴつはつくえの上です。
• with support, using present/past/negative verb forms, for example, のみます、たべます、見みました、行きません to describe actions and recount events and experiences in time
• using picture/word flashcards to sort or display on a student-created word wall, recognising that there are 2 groups for adjectives, い and な, and using both types of adjectives to describe a range of nouns, for example, きれいなはな、かわいいねこ
• deepening their knowledge of, and practising basic kana and kanji stroke order, for example, recognising the order from top to bottom, and left to right, that horizontal goes first, and boxes are 3 strokes, etc.
• understanding and using a range of particles in simple compound sentences, for example, へ、で、に、を、と、も and exploring the use of が／にあります／います to refer to inanimate/animate objects
• understanding and using some conventions associated with げんこうようし, for example, considering the size of small characters, the position in the square and punctuation marks such as まる
• using some counters in Japanese, for example, ～人、～才、～ぴき／ひき／びき、～月、～日、～円 and understanding Japanese numerical place order: 一、十、ひゃく、せん、まん

Show 4 more elaborations

• using language such as これ、それ、あれ、どれ, and conjunctions such as そして、それから, to link and sequence ideas in modelled oral and written language tasks
• recognising the systematic nature of Japanese scripts and grammatical rules, creating personal notes and resources, and applying these to generate new language for a range of purposes
• applying the language features of different types of texts, for example, using appropriate wording when opening and closing emails, letters or simple phone conversations, for example, ～さんへ、～より、もしもし
• recognising the order for writing the components of the date and time in Japanese, for example, 年、月、日、～よう日、～時、～分, and incorporating into texts

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.