AC9LS4U04 Year 3 Languages

AC9LS4U04 – Year 3 Languages: Understanding the interrelationship of language and culture

Strand

Understanding language and culture

Substrand

Understanding the interrelationship of language and culture

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

identify connections between Spanish language and cultural practices

Elaborations

• using terms such as identity, behaviour, celebrations and beliefs to talk about language and culture, for example, responding to prompts such as What does it mean when…? Why do you think people…? Do you have similar responses or behaviours?
• expressing their reactions to ways of communicating or behaving in Spanish that feel familiar, unfamiliar, enjoyable or difficult, for example, gestures such as a handshake, kiss on the cheek, and identifying similarities and differences with their own culture(s)
• reflecting on how they communicate with family and friends and with people less close to them, noticing differences in language use and forms of politeness, for example, with young children or with unfamiliar adults
• exploring representations of information used in cultural expressions of First Nations Australians and making connections with those of Spanish language and culture, for example, discovering different regional words used by First Nations groups to identify themselves, such as Zenadth Kes, Koori, Koorie, Noongar and Nunga, and finding out if similar identification occurs in Spanish-speaking cultural groups
•
understanding that language carries information about the people who use it, and that common expressions and conventions often reflect cultural values, for example, the explicit expression of affection reflected in the use of diminutives primita, mami, papito, hermanito, and the importance of cultural beliefs reflected in the use of names with religious associations such as Rosario, Mercedes, Pilar
•
finding examples of words and expressions that have been introduced into the Spanish language in recent times, reflecting changes in interests and access to additional cultural experiences, for example, Hacer zapping, cambiar de look, hacer footing, ir al super

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).