Year 5 Languages in the Australian Curriculum

AC9LA6C01

initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment

Written for Years 5 and 6

AC9LA6C02

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Written for Years 5 and 6

AC9LA6C03

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

Written for Years 5 and 6

AC9LA6C04

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

Written for Years 5 and 6

AC9LA6C05

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

Written for Years 5 and 6

AC9LA6U01

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Written for Years 5 and 6

AC9LA6U02

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts using appropriate punctuation and textual conventions

Written for Years 5 and 6

AC9LA6U03

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

Written for Years 5 and 6

AC9LA6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal, spoken and written communication

Written for Years 5 and 6

AC9L1AU6C01

initiate and sustain exchanges related to students’ experiences and opinions of their personal worlds and school environment

Written for Years 5 and 6

AC9L1AU6C02

participate in activities that involve planning and negotiating with others, using familiar and modelled idiomatic language to agree, suggest and resolve

Written for Years 5 and 6

AC9L1AU6C03

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

Written for Years 5 and 6

AC9L1AU6C04

apply strategies to interpret and convey meaning in signed and visual cultural contexts

Written for Years 5 and 6

AC9L1AU6C05

create and present a range of informative and imaginative signed, visual and multimodal texts using a variety of modelled language structures and features to sequence information and ideas, appropriate to text type

Written for Years 5 and 6

AC9L1AU6U01

apply knowledge of signs, pace and signing space to develop fluency in familiar contexts

Written for Years 5 and 6

AC9L1AU6U02

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate textual conventions

Written for Years 5 and 6

AC9L1AU6U03

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

Written for Years 5 and 6

AC9L1AU6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on communication

Written for Years 5 and 6

AC9L2AU6C01

initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment

Written for Years 5 and 6

AC9L2AU6C02

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Written for Years 5 and 6

AC9L2AU6C03

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

Written for Years 5 and 6

AC9L2AU6C04

apply strategies to interpret and convey meaning in familiar signed and visual cultural contexts

Written for Years 5 and 6

AC9L2AU6C05

create and present a range of informative and imaginative signed, visual and multimodal texts using a variety of modelled structures to sequence information and ideas, and using fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, appropriate to text type

Written for Years 5 and 6

AC9L2AU6U01

apply knowledge of signs, pace and signing space to develop fluency in familiar contexts

Written for Years 5 and 6

AC9L2AU6U02

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate textual conventions

Written for Years 5 and 6

AC9L2AU6U03

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

Written for Years 5 and 6

AC9L2AU6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on communication

Written for Years 5 and 6

AC9LCH6C01

initiate and sustain exchanges related to students’ experiences and perspectives

Written for Years 5 and 6

AC9LCH6C02

participate in activities that involve planning and negotiating with others, using modelled and idiomatic language, to agree, suggest and resolve

Written for Years 5 and 6

AC9LCH6C03

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

Written for Years 5 and 6

AC9LCH6C04

apply strategies to interpret and translate language in non-verbal, spoken and written cultural contexts

Written for Years 5 and 6

AC9LCH6C05

create and present informative and imaginative spoken, written and multimodal texts, appropriate to purpose and audience, using a range of sentence structures to sequence information and ideas, and textual conventions

Written for Years 5 and 6

AC9LCH6U01

use tone-syllables, intonation, stress and phrasing to express feelings and opinions

Written for Years 5 and 6

AC9LCH6U02

identify and use components and/or characters, sentence structures, syntax and writing system features to compose and respond to familiar and some unfamiliar texts and contexts

Written for Years 5 and 6

AC9LCH6U03

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

Written for Years 5 and 6

AC9LCH6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and spoken communication

Written for Years 5 and 6

AC9LC6C01

initiate and sustain modelled exchanges in familiar contexts related to students’ personal world and school environment

Written for Years 5 and 6

AC9LC6C02

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Written for Years 5 and 6

AC9LC6C03

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

Written for Years 5 and 6

AC9LC6C04

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

Written for Years 5 and 6

AC9LC6C05

create and present informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, textual conventions, familiar characters and/or Pinyin

Written for Years 5 and 6

AC9LC6U01

apply knowledge of tone-syllables, intonation, stress and phrasing to develop fluency and pronunciation to known words and phrases

Written for Years 5 and 6

AC9LC6U02

use knowledge of modelled sentence structures, formulaic expressions and some characters and writing system features to compose and respond to texts, using appropriate punctuation and textual conventions

Written for Years 5 and 6

AC9LC6U03

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

Written for Years 5 and 6

AC9LC6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and verbal communication

Written for Years 5 and 6

AC9L1F6C01

initiate and sustain modelled exchanges in familiar contexts related to Country/Place and students’ personal worlds

Written for Years 5 and 6

AC9L1F6C02

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Written for Years 5 and 6

AC9L1F6C03

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

Written for Years 5 and 6

AC9L1F6C04

apply strategies to interpret and convey meaning in [Language] language in non-verbal, spoken and written cultural contexts

Written for Years 5 and 6

AC9L1F6C05

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

Written for Years 5 and 6

AC9L1F6U01

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words, phrases and expressions

Written for Years 5 and 6

AC9L1F6U02

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts

Written for Years 5 and 6

AC9L1F6U03

compare some [Language] language structures and features with those of English, using some familiar metalanguage

Written for Years 5 and 6

AC9L1F6U04

understand how Aboriginal languages and Torres Strait Islander languages are maintained and strengthened

Written for Years 5 and 6

AC9L1F6U05

recognise that identity is shaped by language(s), culture(s) and Country/Place, and that this impacts on communication

Written for Years 5 and 6

AC9L2F6C01

initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and learning environment

Written for Years 5 and 6

AC9L2F6C02

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Written for Years 5 and 6

AC9L2F6C03

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

Written for Years 5 and 6

AC9L2F6C04

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

Written for Years 5 and 6

AC9L2F6C05

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

Written for Years 5 and 6

AC9L2F6U01

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to known words and phrases

Written for Years 5 and 6

AC9L2F6U02

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts

Written for Years 5 and 6

AC9L2F6U03

compare some [Language] language structures and features with those of English, using some familiar metalanguage

Written for Years 5 and 6

AC9L2F6U04

understand how [Language] and Aboriginal languages and Torres Strait Islander languages can be revived, maintained and strengthened

Written for Years 5 and 6

AC9L2F6U05

recognise that identity is shaped by language(s), culture(s) and Country/Place, and that this impacts on communication

Written for Years 5 and 6

AC9LRF6C01

initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and learning environment

Written for Years 5 and 6

AC9LRF6C02

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Written for Years 5 and 6

AC9LRF6C03

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

Written for Years 5 and 6

AC9LRF6C04

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

Written for Years 5 and 6

AC9LRF6C05

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

Written for Years 5 and 6

AC9LRF6U01

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to known words and phrases

Written for Years 5 and 6

AC9LRF6U02

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts

Written for Years 5 and 6

AC9LRF6U03

compare some [Language] language structures and features with those of English, using some familiar metalanguage

Written for Years 5 and 6

AC9LRF6U04

understand how [Language] and Aboriginal languages and Torres Strait Islander languages can be revived, maintained and strengthened

Written for Years 5 and 6

AC9LRF6U05

recognise that identity is shaped by language(s), culture(s) and Country/Place, and that this impacts on communication

Written for Years 5 and 6

AC9LF6C01

initiate and sustain modelled exchanges in familiar contexts related to students’ personal world and school environment

Written for Years 5 and 6

AC9LF6C02

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Written for Years 5 and 6

AC9LF6C03

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

Written for Years 5 and 6

AC9LF6C04

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

Written for Years 5 and 6

AC9LF6C05

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

Written for Years 5 and 6

AC9LF6U01

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Written for Years 5 and 6

AC9LF6U02

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts using appropriate punctuation and textual conventions

Written for Years 5 and 6

AC9LF6U03

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

Written for Years 5 and 6

AC9LF6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and verbal communication

Written for Years 5 and 6

AC9LG6C01

initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment

Written for Years 5 and 6

AC9LG6C02

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Written for Years 5 and 6

AC9LG6C03

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

Written for Years 5 and 6

AC9LG6C04

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

Written for Years 5 and 6

AC9LG6C05

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

Written for Years 5 and 6

AC9LG6U01

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Written for Years 5 and 6

AC9LG6U02

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate punctuation and textual conventions

Written for Years 5 and 6

AC9LG6U03

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

Written for Years 5 and 6

AC9LG6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and spoken communication

Written for Years 5 and 6

AC9LH6C01

initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment

Written for Years 5 and 6

AC9LH6C02

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Written for Years 5 and 6

AC9LH6C03

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

Written for Years 5 and 6

AC9LH6C04

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

Written for Years 5 and 6

AC9LH6C05

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

Written for Years 5 and 6

AC9LH6U01

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Written for Years 5 and 6

AC9LH6U02

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts using appropriate punctuation and textual conventions

Written for Years 5 and 6

AC9LH6U03

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

Written for Years 5 and 6

AC9LH6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal, spoken and written communication

Written for Years 5 and 6

AC9LIN6C01

initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment

Written for Years 5 and 6

AC9LIN6C02

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Written for Years 5 and 6

AC9LIN6C03

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

Written for Years 5 and 6

AC9LIN6C04

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

Written for Years 5 and 6

AC9LIN6C05

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

Written for Years 5 and 6

AC9LIN6U01

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Written for Years 5 and 6

AC9LIN6U02

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate punctuation and textual conventions

Written for Years 5 and 6

AC9LIN6U03

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

Written for Years 5 and 6

AC9LIN6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and spoken communication

Written for Years 5 and 6

AC9LIT6C01

initiate and sustain modelled exchanges in familiar contexts related to students’ personal world and school environment

Written for Years 5 and 6

AC9LIT6C02

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Written for Years 5 and 6

AC9LIT6C03

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

Written for Years 5 and 6

AC9LIT6C04

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

Written for Years 5 and 6

AC9LIT6C05

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

Written for Years 5 and 6

AC9LIT6U01

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Written for Years 5 and 6

AC9LIT6U02

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts using appropriate punctuation and textual conventions

Written for Years 5 and 6

AC9LIT6U03

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

Written for Years 5 and 6

AC9LIT6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and verbal communication

Written for Years 5 and 6

AC9LJ6C01

initiate and sustain modelled exchanges in familiar contexts related to students’ personal world and school environment

Written for Years 5 and 6

AC9LJ6C02

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Written for Years 5 and 6

AC9LJ6C03

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

Written for Years 5 and 6

AC9LJ6C04

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

Written for Years 5 and 6

AC9LJ6C05

create and present informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, textual conventions, and hiragana and some familiar katakana and kanji appropriate to context

Written for Years 5 and 6

AC9LJ6U01

apply knowledge of combinations of hiragana sounds, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Written for Years 5 and 6

AC9LJ6U02

use knowledge of modelled grammatical structures, formulaic expressions and writing system rules to compose and respond to texts using appropriate punctuation and textual conventions

Written for Years 5 and 6

AC9LJ6U03

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

Written for Years 5 and 6

AC9LJ6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and verbal communication

Written for Years 5 and 6

AC9LK6C01

initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment

Written for Years 5 and 6

AC9LK6C02

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Written for Years 5 and 6

AC9LK6C03

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

Written for Years 5 and 6

AC9LK6C04

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

Written for Years 5 and 6

AC9LK6C05

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

Written for Years 5 and 6

AC9LK6U01

apply knowledge of combinations of hangeul sounds, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Written for Years 5 and 6

AC9LK6U02

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate punctuation and textual conventions

Written for Years 5 and 6

AC9LK6U03

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

Written for Years 5 and 6

AC9LK6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and spoken communication

Written for Years 5 and 6

AC9LMG6C01

initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment

Written for Years 5 and 6

AC9LMG6C02

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Written for Years 5 and 6

AC9LMG6C03

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

Written for Years 5 and 6

AC9LMG6C04

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

Written for Years 5 and 6

AC9LMG6C05

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

Written for Years 5 and 6

AC9LMG6U01

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Written for Years 5 and 6

AC9LMG6U02

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate punctuation and textual conventions

Written for Years 5 and 6

AC9LMG6U03

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

Written for Years 5 and 6

AC9LMG6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and spoken communication

Written for Years 5 and 6

AC9LS6C01

initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment

Written for Years 5 and 6

AC9LS6C02

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Written for Years 5 and 6

AC9LS6C03

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

Written for Years 5 and 6

AC9LS6C04

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

Written for Years 5 and 6

AC9LS6C05

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

Written for Years 5 and 6

AC9LS6U01

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Written for Years 5 and 6

AC9LS6U02

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate punctuation and textual conventions

Written for Years 5 and 6

AC9LS6U03

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

Written for Years 5 and 6

AC9LS6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and spoken communication

Written for Years 5 and 6

AC9LT6C01

initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment

Written for Years 5 and 6

AC9LT6C02

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Written for Years 5 and 6

AC9LT6C03

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

Written for Years 5 and 6

AC9LT6C04

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

Written for Years 5 and 6

AC9LT6C05

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

Written for Years 5 and 6

AC9LT6U01

apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Written for Years 5 and 6

AC9LT6U02

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts using appropriate punctuation and textual conventions

Written for Years 5 and 6

AC9LT6U03

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

Written for Years 5 and 6

AC9LT6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal, spoken and written communication

Written for Years 5 and 6

AC9LV6C01

initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment

Written for Years 5 and 6

AC9LV6C02

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Written for Years 5 and 6

AC9LV6C03

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

Written for Years 5 and 6

AC9LV6C04

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

Written for Years 5 and 6

AC9LV6C05

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

Written for Years 5 and 6

AC9LV6U01

apply knowledge of sounds, tones, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Written for Years 5 and 6

AC9LV6U02

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate punctuation and textual conventions

Written for Years 5 and 6

AC9LV6U03

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

Written for Years 5 and 6

AC9LV6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal, spoken and written communication

Written for Years 5 and 6