Years 5 and 6 · Languages · Understanding language and culture
AC9LRF6U05
recognise that identity is shaped by language(s), culture(s) and Country/Place, and that this impacts on communication
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Taught alongside it
The rest of Understanding language and culture in Years 5 and 6.
apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words, phrases and expressions
AC9L1F6U02use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts
AC9L1F6U03compare some [Language] language structures and features with those of English, using some familiar metalanguage
AC9L1F6U04understand how Aboriginal languages and Torres Strait Islander languages are maintained and strengthened
AC9L1F6U05recognise that identity is shaped by language(s), culture(s) and Country/Place, and that this impacts on communication
AC9L2F6U01apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to known words and phrases
AC9L2F6U02use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts
AC9L2F6U03compare some [Language] language structures and features with those of English, using some familiar metalanguage
AC9L2F6U04understand how [Language] and Aboriginal languages and Torres Strait Islander languages can be revived, maintained and strengthened
AC9L2F6U05recognise that identity is shaped by language(s), culture(s) and Country/Place, and that this impacts on communication
AC9LRF6U01apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to known words and phrases
AC9LRF6U02use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts
AC9LRF6U03compare some [Language] language structures and features with those of English, using some familiar metalanguage
AC9LRF6U04understand how [Language] and Aboriginal languages and Torres Strait Islander languages can be revived, maintained and strengthened
The same idea, year by year
Where AC9LRF6U05 comes from and where it goes, for a student working below or above Years 5 and 6.
- Years 3 and 4AC9L1F4U01use combinations of sounds, pronunciation and intonation patterns of [Language] to form words and phrases
- Years 3 and 4AC9L1F4U02recognise and use [Language] language conventions, grammatical structures and syntax, in familiar texts and contexts
- Years 3 and 4AC9L1F4U03recognise familiar [Language] language features and compare with those of English, in known contexts
- Years 3 and 4AC9L1F4U04recognise that Aboriginal languages and Torres Strait Islander languages are passed down by Custodians, from generation to generation
- Years 3 and 4AC9L1F4U05identify connections among [Language] language, culture, Country/Place and identity
- Years 3 and 4AC9L2F4U01recognise and use modelled combinations of sounds, pronunciation and intonation patterns of [Language] to form words and phrases
- Years 3 and 4AC9L2F4U02recognise [Language] language conventions, grammatical structures and basic syntax, in familiar texts and contexts
- Years 3 and 4AC9L2F4U03recognise familiar [Language] language features and compare with those of English, in known contexts
- Years 3 and 4AC9L2F4U04recognise that Aboriginal languages and Torres Strait Islander languages are passed down by Custodians from generation to generation
- Years 3 and 4AC9L2F4U05identify connections between [Language] language, culture, Country/Place and identity
- Years 3 and 4AC9LRF4U01recognise and use modelled combinations of sounds, pronunciation and intonation patterns of [Language] to form words and phrases
- Years 3 and 4AC9LRF4U02recognise [Language] language conventions, grammatical structures and basic syntax, in familiar texts and contexts
- Years 3 and 4AC9LRF4U03recognise familiar [Language] language features and compare with those of English, in known contexts
- Years 3 and 4AC9LRF4U04recognise that Aboriginal languages and Torres Strait Islander languages are passed down by Custodians from generation to generation
- Years 3 and 4AC9LRF4U05identify connections between [Language] language, culture, Country/Place and identity
- Years 7 and 8AC9L1F8U01apply knowledge of conventions of spoken [Language] to enhance fluency, and respond to and create texts, in familiar and unfamiliar contexts
- Years 7 and 8AC9L1F8U02apply understanding of grammatical structures and features to compose and respond to texts
- Years 7 and 8AC9L1F8U03reflect on similarities and differences between [Language] and English language structures and features, using metalanguage
- Years 7 and 8AC9L1F8U04reflect on how language conveys cultural knowledge, practices and norms
- Years 7 and 8AC9L1F8U05reflect on and explain how identity is shaped by language(s), culture(s), and Country/Place, and how these impact on communication
- Years 7 and 8AC9L2F8U01apply knowledge of conventions of spoken [Language] to enhance fluency, and respond to and create texts, in familiar and some unfamiliar contexts
- Years 7 and 8AC9L2F8U02apply understanding of grammatical structures and features to compose and respond to texts
- Years 7 and 8AC9L2F8U03reflect on similarities and differences between [Language] and English language structures and features, using metalanguage
- Years 7 and 8AC9L2F8U04reflect on how language conveys cultural knowledge, practices and norms
- Years 7 and 8AC9L2F8U05reflect on and explain how identity is shaped by language(s), culture(s), and Country/Place, and how these impact on communication
- Years 7 and 8AC9LRF8U01apply knowledge of conventions of spoken [Language] to enhance fluency, and respond to and create texts, in familiar and some unfamiliar contexts
- Years 7 and 8AC9LRF8U02apply understanding of grammatical structures and features to compose and respond to texts
- Years 7 and 8AC9LRF8U03reflect on similarities and differences between [Language] and English language structures and features, using metalanguage
- Years 7 and 8AC9LRF8U04reflect on how language conveys cultural knowledge, practices and norms
- Years 7 and 8AC9LRF8U05reflect on and explain how identity is shaped by language(s), culture(s), and Country/Place, and how these impact on communication
Planning against AC9LRF6U05?
Daily Work Pad reads codes like this one out of your forward plan and carries them onto your lessons and worksheets. The pilot is invite-only for now.