AC9LRF4C02 Year 3 Languages

AC9LRF4C02 – Year 3 Languages: Interacting in [Language]

Strand

Communicating meaning in [Language]

Substrand

Interacting in [Language]

This Content Descriptor from Year 3 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

participate in activities that involve planning with others, using a range of familiar phrases and modelled structures

Elaborations

• interacting with Elders and/or community members, using appropriate protocols and following step-by-step instructions, for example, weaving a fish out of palm fronds or weaving bracelets out of grass
• participating in action games, dancing and songs such as playing 'Dog and the bone' in [Language] or choreographing gesture dances in groups to match the meaning in [Language], with guidance from Elders and/or community members
• working with others, for example, producing a poster or invitation for a special event or creating a garden
• engaging in shared tasks which involve planning and collaborating, for example, rehearsing for presentations or performances such as a skit, or a traditional dance with permission from Elders and/or community members, for a school assembly
• participating in national and local community celebrations and significant events, for example, NAIDOC Week, National Reconciliation Week, Harmony Day and Mabo Day
• collaborating to create a shared text in [Language], for example, producing a digital photo story after a class activity or event such as an overnight camping trip on Country/Place if appropriate, or at school

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANFALLRY34

Year 3 Languages Achievement Standard

By the end of Year 4, students use [Language] language to initiate structured interactions to share information related to Country/Place, the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts, using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts. Students reproduce sound combinations and rhythms of spoken [Language]. They demonstrate understanding that [Language] has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in [Language] and make comparisons between [Language] and English. They understand that the [Language] language is passed down from generation to generation by its Custodians and connected with culture and identity. They identify how this is reflected in their own language(s), culture(s) and identity.