AC9LJ6U04 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 verbal communication

Elaborations

• 1 using the cultural ‘iceberg model’ to identify and examine the visible and invisible aspects of their own culture(s) and identity, and Japanese culture(s) and identity
• 2 identifying common events, celebrations and commemorations in their own culture and Japan; considering the basis of these events, (family, community, country, history, religion; identifying and making connections, etc.), for example, examining why ANZAC day and Heiwa no Hi are commemorated
• 3 imagining potential challenges for a visiting Japanese student spending time in an Australian home or an Australian student visiting Japan; identifying phrases, expressions and behaviours that may need explaining; demonstrating through text or role-play instances of intercultural miscommunication, for example, considering the challenges of bath time, the use of personal space or volume of voice that may appear inappropriate, and expressions such as “Please help yourself”
• 4 exploring how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities with and differences from an aspect of the cultural expressions of Japanese-speaking people or communities
• 5 understanding that people ‘translate’ intercultural experiences in different ways depending on their cultural perspective, recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’, for example, viewing digital image of someone asleep on a train, or lifting and drinking directly from a bowl
• 6 explaining how Japanese language and behaviour demonstrate values and traditions, for example, considering a reluctance to volunteer or compete for attention in class, the response to compliments じょうずですね。いいえ, prioritising others rather than self おさきにどうぞ, and instead of giving a clear “no” answer, being vague, ちょっと …
• 7 appreciating cultural backgrounds and perspectives, for example, understanding perspectives of the group versus the individual, school lunch in Australia and Japan, and gratitude and humility
• 8 considering how Japanese language and interaction patterns are based around familiar routines such as mealtimes, and how greeting others reflect values associated with respect and caring for others, for example, using formulaic expressions such as いただきます。いってきます。いってらっしゃい。ただいま。おかえり。

Related Achievement Standards