AC9LS6C02 Year 5 Languages

AC9LS6C02 – Year 5 Languages: Interacting in Spanish

Strand

Communicating meaning in Spanish

Substrand

Interacting in Spanish

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

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Elaborations

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participating in an activity for an assembly, school or class event or performance, and creating promotional materials to encourage people to attend, for example, Ven y saluda a …, Ven/venga a la feria el lunes … de … a las …, Entrada/gratuita, Visita la página …, Bienvenidos a …
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working with others to create resources for the school community to promote school values and goals, for example, producing a poster to encourage recycling, or making signs to promote actions and behaviour, Por favor reciclar las botellas. Camina/baja/sube por la izquierda. Permanece en silencio. Ayuda a tu compañero. ¿Te parece bien?
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checking on own and/or others’ understanding and progress during learning tasks, by asking questions and making suggestions such as ¿Está bien así? ¿Qué significa …? Podemos hacer …, ¿Cómo se escribe …? ¿Ya terminaste? Terminé/No he acabado. Necesito más tiempo, No entiendo …, Tengo una pregunta
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delegating roles and tasks with peers to plan for and participate in an event of interest, for example, ¡Celebremos …! ¿Cuándo podemos celebrar el día de maestro? ¿Dónde? ¿Cuándo? ¿A qué hora? Tú puedes hacer …, yo puedo …, yo cortaré
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developing a range of interview questions to ask a real or imagined Spanish-speaking guest, for example, ¿De dónde es? ¿A qué se dedica? ¿Qué trabajo tiene? ¿Cuándo llegó a Australia? ¿Dónde vive?
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participating in real or imagined transactions that involve negotiation, requesting information, considering options, buying and selling, for example, ¿Cuánto cuesta? ¿Qué colores tienen? ¿Tienen descuento? ¡Qué caro! ¡Qué chulo! Puedo llevar el pantalón/los pantalones rojo(s). ¿Qué talla tiene? quiero/prefiero la camiseta verde
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creating digital displays, presentations or performances for family, friends or school community, to showcase their progress in learning and using Spanish, for example, Me gusta estudiar español porque ...

Show 2 more elaborations

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demonstrating numeracy, negotiation and decision-making skills by agreeing with a partner about how to spend a set amount such as 500 Euro or 1500 Argentine Peso, justifying purchases, adding up amounts and expressing personal preferences, for example, Compremos un ..., El total son 200 euros, 300 restantes
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working in a team to solve a puzzle or problem, for example, reading clues and making decisions about where to go around the school, Ve a un lugar donde puedes comprar comida/practicar deportes/lavar sus/tus manos/leer libros

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANSPAF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Spanish language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Spanish 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 Spanish. They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in Spanish. They compare language structures and features in Spanish and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.