AC9LRF6C03 Year 5 Languages

AC9LRF6C03 – Year 5 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in [Language]

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

• producing a timeline of the main events in a story or creating storyboards to represent key events in different types of texts, including captions or word bubbles to fit moods or feelings
• mapping sites, landforms and other features of Country/Place in a travelling story, incorporating knowledge of the land and including significant cultural sites, Dreaming tracks, songlines and environmental connections
• interacting with artistic expression and techniques, engaging with the diversity of all art forms relating to Country/Place, with permission from Elders and/or community members as appropriate, and noticing the cultural meanings and stories conveyed through these art forms
• discussing key messages, social values and traditional histories expressed in stories, songs and dances, such as the importance of kinship and preservation of cultures
•
compiling and presenting information from a survey of peers and displaying results, for example, a case study of language in the school or a survey using questions asking, 'How do you feel about learning your language?' or 'How do you feel about Elders coming to school and sharing their language and culture?' or 'What do you think might happen if [Language] isn’t taught in school?' or the equivalent in [Language] as appropriate, and sharing the results
• creating digital profiles of characters from [Language] texts or stories, with guidance from Elders/and/or community members as appropriate, providing physical and character descriptions, examples of ways of communicating and behaving, and expressing their cultural significance and representation
• making predictions about the development of ideas in [Language] texts such as seasonal calendars, considering cultural nuances and storytelling techniques employed within First Nations narratives

Show 2 more elaborations

• responding to a contemporary text by manipulating the original to create a new version, for example, re-sequencing events, adding a new element, changing the location or character(s), or creating an alternative ending
• identifying Indigenous Peoples in the Australasia region and creating a wall display with photos of aspects of language and material culture

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANFALLRY56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in [Language] language that are related to their immediate environment. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts. They demonstrate understanding by responding in [Language] 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 [Language]. They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in [Language]. They compare language structures and features in [Language] and English, using some metalanguage. They show understanding of why language should be revived following the appropriate protocols, and how some language reflects cultural practices. They consider how this is reflected in their own language(s), culture(s) and identity.