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Descriptors›Languages›Year 3›Understanding language and culture›Understanding systems of language›AC9LRF4U01
AC9LRF4U01: Year 3 Languages Content Descriptor – Understanding systems of language
AC9LRF4U01 Year 3 Languages

AC9LRF4U01 – Year 3 Languages: Understanding systems of language

Strand
Understanding language and culture
Substrand
Understanding systems of 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

recognise and use modelled combinations of sounds, pronunciation and intonation patterns of [Language] to form words and phrases

Elaborations

  • • practising pronunciation with peers or adults, for example, asking how to say new words, or going for a walk on Country/Place and listening to how Elders and/or community members introduce words, as appropriate
  • • linking written morphemes, words and phrases with the spoken forms of [Language]
  • • playing spelling and sound games such as focusing on learning 2 to 3 syllables, for example, racing to say insects in [Language] using the correct amount of syllables
  • • using word flashcards to play games focusing on pronunciation and intonation patterns
  • • practising different intonation for statements, questions, exclamations and instructions
  • • developing and using pronunciation, phrasing and intonation skills by singing, reciting or reading a short text aloud
  • • choosing new focus words or phrases of the week for the whole school or grade to practise, with a focus on spelling and pronunciation

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.