AC9LS10U03 Year 9 Languages

AC9LS10U03 – Year 9 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

This Content Descriptor from Year 9 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

reflect on and evaluate Spanish texts, using metalanguage to analyse language structures and features

Elaborations

• developing metalanguage to extend discussion of grammatical features such as word order, tenses and subjunctive mood, and using terms such as ‘verbs’, ‘nouns’, ‘conditional’, ‘subjunctive’ and ‘simple past’
• analysing and comparing different types of texts such as television dramas or news bulletins to demonstrate how language is used to create effects, for example, emotional impact or interest
•
identifying common textual conventions, for example, the salutation in an email "Hola Luis", informal language in blogs, or rhetorical language in political pamphlets
• identifying key features and functions that characterise different types of texts such as voicemail, slogans, informative articles or short stories, and reflecting on how these are used for effect
• comparing the features and differences of spoken and written texts, for example, spoken versus print for advertising, face-to-face versus a scripted speech, a text message versus a formal letter

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANSPAF10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in Spanish language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion. Students incorporate the features and conventions of spoken Spanish to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of Spanish texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Spanish, to evaluate how this learning influences their ideas and ways of communicating.