AC9LS4C03 Year 3 Languages

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.

locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts

Elaborations

• 1

  questioning or surveying classmates about likes and dislikes, interests or favourite things, and representing the data in various formats such as pie charts, lists, tables or a shared class graph, for example, ¿Cuál es tu videojuego/animal favorito? ¿Te gusta …? ¿Cuándo es tu cumpleaños?

• 2

  researching aspects of the Spanish-speaking world, for example, animal species, currency, indigenous languages/communities, and presenting information in new ways such as a digital display or a spoken, print or visual presentation with names, descriptions and captions, for example, La llama es blanca … La moneda de ... es el ... La gente nativa de … son …

• 3 comparing information about activities and practices in a Spanish-speaking country and Australia, for example, listening to, reading or viewing texts related to aspects of school life such as timetables, canteen menus, extracurricular activities or sports
• 4 learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Spanish
• 5 listening to, reading or viewing a range of texts through shared and guided participation, and responding to questions about characters, ideas and events or by illustrating and captioning aspects of texts
• 6

  expressing personal reactions to characters or events in texts such as children’s television programs, stories and songs, using artefacts such as puppets or masks, for example, Me gusta/no me gusta … ¡Qué asco! ¡Qué raro! Ellos son muy graciosos/divertidos, Ellas son muy graciosas/divertidas

• 7

  using a range of techniques to act out or animate the key physical and character traits of well-known characters, incorporating their favourite sayings/words, sounds, gestures, accent and intonation, for example, ¡Soy Dora Márquez, soy valiente y fuerte! ¡Vamos arriba!

• 8

  creating adaptations of well-known stories using familiar phrases, for example, ¿Dónde va el señor pollo? El señor pollo va a Colombia. En Colombia, el señor pollo va a un banco. ¿Dónde está Wally? Wally está en un barco. Wally va a Argentina

• 9 categorising information from a range of texts such as leaflets, advertisements, menus, catalogues, short radio announcements, using tables, graphs and diagrams, for example, classifying plants/animals, natural/made items, recyclable/disposable, or by price, colour, size, etc.
• 10

  listening to factual reports such as a weather updates, sport scores, television/movie programs, and creating an invitation for their friend(s) to participate in an activity, incorporating elements from the stimulus text, for example, Mañana llueve y hace sol, ¿Vamos al partido? Hace sol, ¿jugamos?

Related Achievement Standards