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Descriptors›Languages›Year 5›Understanding language and culture›Understanding systems of language›AC9LRF6U01
AC9LRF6U01: Year 5 Languages Content Descriptor – Understanding systems of language
AC9LRF6U01 Year 5 Languages

AC9LRF6U01 – Year 5 Languages: Understanding systems of language

Strand
Understanding language and culture
Substrand
Understanding systems of language

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 knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to known words and phrases

Elaborations

  • • understanding how to use sound-symbol relationships and developing knowledge of spelling conventions
  • • using phrasing and intonation to link multiple sentences when holding a conversation with peers, for example, giving feedback to each other or to the group
  • • transcribing written morphemes, words and phrases of the spoken forms of [Language], for example, recording in their language book to build an archive of language knowledge for reference
  • • categorising words into syllable groups of 1 to 5 syllables, for example, words to describe the movement of the sun and moon in [Language]
  • • reciting or performing a dramatised skit of well-known [Language] stories, with guidance from Elders and/or community members as appropriate, applying knowledge of pronunciation patterns and working on fluency
  • • using knowledge of sound-symbol correspondences to read words, phrases, sentences and extended texts aloud
  • • paying attention to consistency in spelling, checking spelling with Elders and/or community members if appropriate, and teachers, and using grammar guides, dictionaries and other sources

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.