AC9LS6C05 Year 5 Languages

AC9LS6C05 – Year 5 Languages: Creating text in Spanish

Strand

Communicating meaning in Spanish

Substrand

Creating text 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

create and present a range of informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type

Elaborations

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representing themselves as a digital character in a montage, making choices about the design, content and language used, for example, Tengo ... años de edad. Vivo en … en una casa grande con mi …, Mi dirección es …, Mi correo electrónico es …, Todos los sábados, yo juego al tenis con mis …, Mi padre/madre se llama …, Mis padres son estrictos. Quiero ser piloto.
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presenting factual information relating to cultural activities and events of significance in the Spanish-speaking world, for example, la fiesta de los reyes magos, carnavales in Central and South America, procesiones religiosas, día de la independencia, supporting information with a range of visual, secure digital and multimodal resources
• conveying information relating to significant people, places or events in different formats, for example, an advertisement or poster for an event, a profile of a Spanish-speaking celebrity or a digital guide to a place of interest
• producing a class print or digital poster, locating and describing, in Spanish, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
• creating bilingual texts and games to engage and entertain younger children, highlighting aspects of Spanish language and Hispanic culture, for example, songs, raps, tongue twisters, digital displays, scripted plays, big books, puppet shows
• using key features of different types of text and applying the vocabulary in different contexts, for example, a shopping list serves as a reminder to self and consists of items and quantities, whereas a shopping transaction involves interaction and negotiation
• creating, performing and recording/filming own texts, for example, an advertisement for a new product, a photo story, a cartoon, a poster for an imagined event

Show 3 more elaborations

• experimenting with different techniques to capture character traits, emotions, thoughts and feelings through the use of speech/thought bubbles, captions and onomatopoeia in comic strips, storyboards, animations, subtitles
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creating an instructive video for a procedure such as a recipe, dance or experiment, using appropriate language features and text structures such as imperative verb forms, for example, añade, da un paso a la derecha/izquierda, corta, remueve, amasa, vocabulary for sequencing primero, luego, después, finalmente and quantities, un kilo, 300 gramos, la harina; fruta; mantequilla, un poco de ...
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writing a diary entry or keeping a journal about personal experiences, using first person and past tense, and modelled informal language to record events and convey thoughts and feelings, for example, Este año me gustan las matemáticas, pero el examen fue difícil

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.