AC9LMG6C03 Year 5 Languages

AC9LMG6C03 – Year 5 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Greek

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

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locating and processing information from a range of digital and print sources about sustainability, such as food packaging, and answering questions about specific facts, for example, suitability to recycle, reducing waste, or the use of different bins, σκουπίδια, ανακύκλωση, γυάλινο, χάρτινο, πλαστικό
• obtaining information from informative, reliable sources about festivals and events in Greek-speaking communities, for example, kite flying on Clean Monday, Easter, summer holidays in July, New Year’s Eve, music festivals
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viewing simple multimedia advertisements to develop a shared set of vocabulary and expressions, such as Κοστίζει 20€, Είναι καλό για την υγεία, to use in their own advertisement for a food item such as olive oil or mastiha gum
• listening to or viewing First Nations Australian authors’ stories in English and responding to them using words, formulaic expressions and modelled sentences in Greek
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reading or viewing a text about a real event, festival or celebration, and reorganising and sequencing the main ideas when creating an invitation or a message regarding the event for friends and family, for example, θα κάνει ζέστη, θα βρέχει, φέρε ομπρέλα
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surveying and interviewing others on familiar topics, and organising and displaying the collected data in graphic organisers such as diagrams, charts, timelines, graphs or a Venn diagram, for example, Τρία παιδιά έχουν τα γενέθλιά τους τον Οκτώβρη, Δέκα παιδιά έχουν σκυλιά
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responding to stories, myths, fables and films, using language to describe settings, themes, characters and actions, for example, Είναι σε βάρκα, Είναι σε σπηλιά, Είναι τέρας, Τελείωσε ο πόλεμος, Να ο Ηρακλής, Ο ήρωας κέρδισε

Show 4 more elaborations

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producing storyboards to represent the sequence of key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings, for example, Φοβάμαι, Είναι φοβερός, Είναι δυνατή
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introducing favourite characters from texts using puppets and props, and associated key words or expressions, for example, Είμαι ο Οδυσσέας, Είμαι γενναίος, O Οδυσσέας είναι γενναίος, Η Κίρκη είναι μάγισσα, Είναι φοβερό τέρας
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reflecting on their understanding of concepts and messages expressed in stories, myths or lyrics, for example, the teachings of ‘Aesop’s Fables’ – Το Λιοντάρι και το Ποντίκι – ‘No act of kindness is ever wasted’, the adventures of Odysseus and the concept of life’s odyssey/journey, οr migration stories
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commenting on elements of humour and drama, and the use of sound effects and facial expressions relating to the characters depicted in imaginative texts, for example, Πω πω, είναι αστείο, έχει νεύρα

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANMGRF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Greek 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 Greek 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 of pronunciation and intonation in spoken Greek. They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in Greek. They compare language structures and features in Greek 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.