AC9LS4C04 Year 3 Languages

AC9LS4C04 – Year 3 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Spanish

Substrand

Mediating meaning in and between 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.

Content Descriptor

develop strategies to comprehend and adjust Spanish language in familiar contexts to convey cultural meaning

Elaborations

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comparing Spanish expressions used in routine social interactions such as greetings, with equivalent English expressions, identifying similarities, differences, and cultural references, for example, ¿Qué tal? (Hi!), chao (See you later) ¡Buen provecho! (Enjoy your lunch)
•
matching signs from the Spanish-speaking world with equivalents found in Australia, for example, Llamas en la carretera and Koalas crossing, No pisar el césped and Keep off the grass
• applying knowledge of the alphabet to use a picture or online dictionary and find the meanings of simple words used in class, and comparing Spanish and English versions of each word
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knowing when to apply varying levels of formality and show respect depending on the occasion, context and relationship between speakers, for example, using por favor ... gracias, puedo, de nada, permiso, salud, and discussing the importance of manners and showing courtesy
• explaining interactions, when using Spanish, which look or feel different from their ways of interacting in their own language, for example, language around mealtimes, special occasions or in the classroom
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identifying words, expressions or conventions in Spanish that they think would need to be explained to a non-Spanish speaker such as naming conventions or expressions associated with affection and familiarity, for example, Valeria Alejandra González García, Luis Ángel Rojas Contreras, Beto, Chema, Juanita/ Juanito, Abuelita
• considering context and audience, noticing surrounding words in a sentence to infer or guess the meaning of new words/expressions

Show 2 more elaborations

• applying English literacy skills such as familiar or similar spelling, cognate recognition or parts of speech, to support their understanding of new words and concepts encountered in Spanish texts
• commenting on culturally specific elements of stories or songs, for example, family relationships, the role of music or performance

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANSPAF10Y34

Year 3 Languages Achievement Standard

By the end of Year 4, students use Spanish language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts. Students imitate sound combinations and rhythms of spoken Spanish. They demonstrate understanding that Spanish has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Spanish and make comparisons between Spanish and English. They understand that the Spanish language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).