AC9LRF6C04 Year 5 Languages

AC9LRF6C04 – 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

apply strategies to interpret and convey meaning in [Language] language in familiar non-verbal, spoken and written cultural contexts

Elaborations

• translating texts and identifying culture-specific concepts and expressions that do not easily translate into English, for example, language related to tools, placenames, landforms, kinship relations, and ways of being
• identifying and discussing contexts in the community where translators and interpreters are required
• identifying how the content and symbolism being described or represented in artworks or performances is relevant to Country/Place
• reflecting on how they communicate in [Language] with their own family, if appropriate, and with friends and people less close to them, noticing differences in language use and communicative behaviour
• creating bilingual/multilingual texts such as Creation, Dreamtime, Dreaming or traditional stories following appropriate protocols, cartoons, songs and photo stories, and reflecting on how different meanings are communicated in different languages for different audiences
• creating bilingual/multilingual captions and commentaries for a school display, for example, an art display
• identifying words in [Language] that are the same as or similar to neighbouring First Nations language(s)

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.