AC9LS6U03 Year 5 Languages

AC9LS6U03 – Year 5 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

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

compare some Spanish language structures and features with those of English, using some familiar metalanguage

Elaborations

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comparing features of simple spoken and written texts in Spanish with similar texts in English, for example, aló or hola when answering the phone
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comparing language use in advertisements and signs, noticing how different phrases and text types in Spanish and English create specific effects, for example, superlatives in advertisements designed to persuade, el mejor es … el más barato es … or the imperative form in signs designed to advise or prohibit, for example, Prohibido patinar aquí, Mantener silencio, No arrojar basura.
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using metalanguage in both Spanish and English to understand and discuss grammatical structures and features, for example, verbos, adjectivos, artículos, nouns
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recognising grammatical elements associated with particular texts in Spanish and English, for example, the use of imperatives in games like tira el dado and time markers while comparing traditional ways of starting and ending stories, for example, había una vez vs hace mucho tiempo, primero, después, de pronto …
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exploring the use and popularity of abbreviations and phrases used by young people in Spanish-speaking communities and Australia, for example, shortened noun forms like la profe, la bici, la compu, el insti, q in place of que, jajaja vs LOL
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noticing similar word stems in Spanish and English to identify the meaning of words and extend vocabulary, for example, geografía, biblioteca
• compiling a graphic organiser, poster, mind map or Venn diagram to illustrate differences in Spanish and English grammar and textual conventions, for example, in Spanish – omission of subject pronoun, different approaches to conjugation, adjective usually after the noun; in English – absence of grammatical gender, adjectives usually before the noun

Show 1 more elaboration

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comparing the use of diminutives to express affection and familiarity in Spanish, for example, hermanita, periquita, gatico/gatito with some equivalents in English, for example, ‘dear little sister’, ‘cute little cat’ and nicknames like ‘Matty’ or ‘Milly’

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.