AC9LS6C04 Year 5 Languages

AC9LS6C04 – Year 5 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Spanish

Substrand

Mediating meaning in and between 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.

Content Descriptor

apply strategies to interpret and convey meaning in Spanish language in familiar non-verbal, spoken and written cultural contexts

Elaborations

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identifying words and expressions that do not translate directly from Spanish into English, for example, tomar el pelo, meter la pata, saltarse la clase de español, ¡Es pan comido! ¡Es papaya!
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collecting examples of ‘false friends’ encountered when translating between Spanish and English, for example, carpeta/folder, contestar/answer, pie/foot, éxito/success, introduci/insert, and explaining how these could create confusion and misunderstanding
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interpreting words and expressions encountered in simple texts such as greeting cards, menus or story titles, that do not translate easily into English and that reflect aspects of culture from the Spanish-speaking world, for example, Hoy es mi santo, Siesta, Feliz Día de Reyes. ¡Buen provecho!
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translating texts to identify differences in elements such as levels of politeness or directness in public signs, for example, No pisar el césped. Prohibido comer y beber. Silencio, por favor.
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creating Spanish versions of Australian school signs and notices that reflect rules, locations and values, considering why some words or expressions require freer translation than others, for example, at the sports oval, the canteen, library, out of bounds, sick room, ‘No hat, no play’, no littering, gym, toilet versus bathroom, for example, ¡Ponte el sombrero! ¡Recoge tu basura! Levanta la mano antes de preguntar, No te olvides de reciclar, ¡Bajad la voz!
• using bilingual dictionaries and online translation tools to create bilingual captions, menus or timetables, comparing results and noticing problems associated with translation and equivalence
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creating bilingual resources such as flashcards, word walls, and parallel lists of Spanish and English expressions to aid translations in everyday interactions with friends, exchange students, visitors and family, for example, hasta luego/see you later, no pasa nada/no worries, guay/cool

Show 2 more elaborations

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discussing strategies and techniques to resolve a breakdown in communication and misunderstandings, or to interpret cultural information, keep the conversation going, request repetition, for example, ¿Puede repetir, por favor? ¿Puede escribir su número de teléfono, por favor?
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applying active reading or listening skills to engage with and comprehend Spanish texts, using a range of responses, for example, ‘stop and jot’ sticky notes, graphic organisers, response question stems, or creating a set of coded symbols to help them visualise their thinking and ideas such as, heart = mi parte favorita

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.