AC9LS6C03 Year 5 Languages

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.

locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose

Elaborations

• 1 researching topics of interest, such as leisure, recycling, migration, cuisine, sport or geographical features in Spanish-speaking communities, using a range of sources like magazine articles, books, websites, etc., and organising and sharing the information in print or digital format
• 2 listening to, reading and viewing authentic texts and extracting key points relating to aspects of life in Spanish-speaking communities, such as family structures, urban and rural lifestyles, young people’s interests, activities and daily routines, and answering questions in Spanish or English, for example, what is the most popular sport? What is the population of …? How is your family structure the same/different from …? What is your impression of …?
• 3

  comparing main characters, events and ideas encountered in different types of imaginative texts by responding to questions, for example, ¿Quién es el personaje principal? ¿Qué pasa primero/después? ¿Por qué hizo …? ¿Cuál es la moraleja del cuento? ¿Cómo te sientes después de ver el vídeo?

• 4 listening to or viewing First Nations Australian authors’ stories in English and responding to them using words, formulaic expressions and modelled sentences in Spanish
• 5 adapting an informative or imaginary text by resequencing events, adding a new element, changing the location, or creating an alternative ending
• 6

  discussing key messages and cultural elements in creative texts, such as the moral of a fable/story, an idea or value in a song, or a quality of a character, for example, El/Ella es extrovertido/a, simpático/a, travieso/a

• 7

  responding to famous artworks and images such as works by Botero, Frida Kahlo or Picasso, with simple words or phrases, for example, Este cuadro me gusta porque tiene muchos colores. Este mural es más original que el otro.

• 8

  playing charades or a miming game with peers, incorporating hand gestures and actions requiring the audience to interpret non-verbal clues, and using Spanish words/sentences to guess the meaning within a set time, for example, frío, nadar, avión, leer, monstruo

• 9

  listening to a simple procedure/method such as a recipe or craft activity, and extracting keywords such as quantities and verbs to complete the product or task, for example, cortar por la mitad, poner una cucharada de azúcar

• 10

  reading a short text about a holiday destination or a weather report for an event or camp, and deciding as a class or in groups a list of what to bring/pack, justifying their reasons, for example, Necesitamos una chaqueta porque hace frío. Podemos llevar ropa de baño para nadar. Tenemos que ir en bus/autobús.

• 11 using graphic organisers to convey information in ways that suit specific purposes and content, for example, lists or tables to show priorities, Venn diagrams to compare statistics or ideas, graphs to highlight frequency or timelines to narrate sequences of events

Related Achievement Standards