Years 7 to 8
Languages
ASLANFALFLLY78
Years 7 to 8 Framework for Aboriginal Languages and Torres Strait Islander Languages Achievement Standard
10 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 8, students contribute to and maintain interactions in [Language] language in familiar and unfamiliar contexts related to a range of experiences and perspectives. They use [Language] to negotiate solutions, and adjust language in response to others. They interpret and analyse information, ideas and opinions in texts. They demonstrate understanding of similarities and differences among languages, in both familiar and some unfamiliar cultural contexts, by adjusting responses to suit context, purpose and audience. They select and use vocabulary, sentence structures and expressions, manipulating language to create texts.
Students apply the conventions of spoken [Language] to extend fluency. They demonstrate understanding that spoken, written and multimodal texts use different language conventions, structures and features to convey meaning. They explain structures and features of [Language] text, using metalanguage. They reflect on how language Custodians pass down knowledge and cultural norms, and understand the protocols of maintaining and strengthening [Language]. They understand how these are interconnected with their own language(s), culture(s) and identity.
First language learners · Foundation to Year 10 sequence
The 10 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 8, students contribute to and maintain interactions in [Language] language in familiar and unfamiliar contexts related to a range of experiences and perspectives.
Content descriptorAC9L1F8C01 Communicating meaning in [Language]
initiate and sustain exchanges in familiar and some unfamiliar contexts related to Country/Place and students’ experiences, feelings and opinions, adjusting their language in response to others
Elaborations (9)
- Elaboration interacting in a range of contexts and situations that involve different ways of communicating, for example, using deferential speech styles with Elders and/or community members, maintaining kinship, moiety and cultural Lore in interactions, and more informal styles with close family members and peers
- Elaboration developing language to support and extend discussion, for example, inviting opinions or further elaboration, clarifying or justifying their own statements and responding to others’ perspectives
- Elaboration providing encouragement or critical feedback to others in constructive ways
- Elaboration comparing personal reflections of shared past events or experiences, such as visiting a metropolitan centre, a school excursion or a camp, noticing differences in their responses and perspectives
- Elaboration inviting Elders, community members or First Nations organisations to ask for advice and guidance regarding options to achieve future goals, aspirations and career paths
- Elaboration discussing their role and involvement in community events such as men’s business and women’s business, if appropriate, ceremonial events, Sorry Business, local sport or celebrations
- Elaboration participating in discussions on social, environmental or educational issues and advocating for benefits/improvements for their community, for example, the effects of mining, farming practices, commercial fishing or tourism on community life
- Elaboration expressing points of view regarding issues affecting Country/Place, such as managing feral animals, endangered animals, introduced species, water quality, infrastructure, public amenities and health care
- Elaboration discussing with peers matters such as the intergenerational passing down of knowledge, the use of social media, the role of organisations in caring for Country/Place, and traditional land and sea/water management practices, and summarising points of view
They use [Language] to negotiate solutions, and adjust language in response to others.
Content descriptorAC9L1F8C01 Communicating meaning in [Language]
initiate and sustain exchanges in familiar and some unfamiliar contexts related to Country/Place and students’ experiences, feelings and opinions, adjusting their language in response to others
Elaborations (9)
- Elaboration interacting in a range of contexts and situations that involve different ways of communicating, for example, using deferential speech styles with Elders and/or community members, maintaining kinship, moiety and cultural Lore in interactions, and more informal styles with close family members and peers
- Elaboration developing language to support and extend discussion, for example, inviting opinions or further elaboration, clarifying or justifying their own statements and responding to others’ perspectives
- Elaboration providing encouragement or critical feedback to others in constructive ways
- Elaboration comparing personal reflections of shared past events or experiences, such as visiting a metropolitan centre, a school excursion or a camp, noticing differences in their responses and perspectives
- Elaboration inviting Elders, community members or First Nations organisations to ask for advice and guidance regarding options to achieve future goals, aspirations and career paths
- Elaboration discussing their role and involvement in community events such as men’s business and women’s business, if appropriate, ceremonial events, Sorry Business, local sport or celebrations
- Elaboration participating in discussions on social, environmental or educational issues and advocating for benefits/improvements for their community, for example, the effects of mining, farming practices, commercial fishing or tourism on community life
- Elaboration expressing points of view regarding issues affecting Country/Place, such as managing feral animals, endangered animals, introduced species, water quality, infrastructure, public amenities and health care
- Elaboration discussing with peers matters such as the intergenerational passing down of knowledge, the use of social media, the role of organisations in caring for Country/Place, and traditional land and sea/water management practices, and summarising points of view
Content descriptorAC9L1F8C02 Communicating meaning in [Language]
collaborate in activities that involve the language of transaction, negotiation and problem-solving, to plan projects and events
Elaborations (6)
- Elaboration negotiating arrangements and solving problems that arise during collaborative-learning tasks, weighing up alternatives, managing different opinions and perspectives respectfully and reaching shared decisions
- Elaboration discussing plans for school or community celebrations or events, considering participants’ roles, responsibilities and relationships, and deciding on appropriate and effective ways of communication
- Elaboration developing an audiovisual text about an educational, community, social, environmental or health issue, for example, the importance and benefits of learning [Language] at school
- Elaboration learning from Elders and/or community members, how to make their own hunting and gathering tools such as fishing nets, spears, digging sticks and baskets, and explaining the cutting, cooking and sharing of traditional foods, performing hunting activities that are guided by Elders or community members, and learning how to use all the senses, along with use of gestures and hand signs, to facilitate a successful hunt
- Elaboration considering options and reaching shared decisions with Elders and/or community members when planning performances or presentations, such as to showcase their language and cultural Lore
- Elaboration collaboratively planning and presenting a short documentary, for example, producing a documentary about an aspect of community life, a community, an environmental or ethical issue, a good news story, or a community or school achievement
They interpret and analyse information, ideas and opinions in texts.
Content descriptorAC9L1F8C03 Communicating meaning in [Language]
interpret and analyse information, ideas and opinions in a range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience
Elaborations (13)
- Elaboration consulting with Elders and/or community members to research social, economic and community issues from the past and the present, suggesting possible solutions, and presenting findings in a written report or giving an oral or multimodal presentation in [Language]
- Elaboration investigating how practices have changed, evolved and adapted over time, for example, practices associated with natural features, trading, land, sea, fire and waste management, fishing and hunting, farming methods, trading of ochre and artefacts
- Elaboration researching seasonal calendars from diverse First Nations Peoples, for example, identifying the times for burning, waterhole maintenance, sea grass watch, and turtle tagging, and comparing these practices with western practices
- Elaboration documenting different animal and plant species, and developing a photographic record or portfolio with commentary or annotations to explain different parts and features, and connection with Country/Place and Peoples
- Elaboration consulting with Elders to assist in classifying living things according to Indigenous taxonomy systems
- Elaboration investigating how traditional methods of farming and gathering natural resources can be used to strengthen linguistic, cultural, economic and business opportunities, and sharing findings in their preferred presentation mode
- Elaboration using cultural protocols to interview an Elder or community member to gain a historical perspective about the use of [Language], and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries
- Elaboration reading or viewing local media reports to gather information about current or proposed community initiatives and projects, evaluating the pros and cons and likely impacts on the community and environment
- Elaboration gathering and presenting information about the nature of community roles and responsibilities, for example, who has the right to get food from different places, practices relating to food gathering, distribution of food from a hunting trip, the awarding and use of different cuts of meat, and special ways of cooking, cutting and sharing traditional food
- Elaboration researching and reporting on traditional ways of caring for Country/Place and community health, in consultation with and under the supervision of Elders and/or community members, for example, finding and preparing bush medicines
- Elaboration listening and responding to stories from Elders explaining how the actions of Ancestral Beings created the landscape and natural resources of their Country/Place
- Elaboration describing aspects of artistic expression, for example, traditional and contemporary paintings, design, the different roles of social groups in relation to traditional song and dance, the use of favoured materials and processes in the making of artefacts or the construction of headdresses
- Elaboration moving between languages by reading aloud or retelling stories in [Language] and explaining meaning in [Language] or English
Content descriptorAC9L1F8C04 Communicating meaning in [Language]
interpret and adjust non-verbal, spoken and written language to convey meaning in [Language] language in familiar and some unfamiliar cultural contexts
Elaborations (7)
- Elaboration comparing English translations of texts in [Language], and [Language] translations of texts in English, such as translations of stories or song lyrics, and commenting on how the translations have captured the meaning of the original spoken or written text
- Elaboration understanding challenges of translating and interpreting songs from [Language] to English, and vice versa
- Elaboration viewing First Nations art or cultural heritage sites captured in photos/pictures of Country/Place, and identifying and interpreting their significance and connection with community
- Elaboration discussing the effectiveness and accuracy of subtitles for films, video clips or documentaries in [Language] or English, finding examples of meaning that is ‘lost in translation’
- Elaboration applying culturally-appropriate and ethical behaviour when interpreting and translating, and considering potential consequences of inaccurate interpreting and misunderstanding
- Elaboration cross-referencing the meaning of words or phrases, using appropriate resources to translate meaning, and consulting with Elders and/or community language Custodians to ensure the accuracy of the [Language] translation
- Elaboration using strategies to interpret meaning when translating and creating texts that show understanding of both literal (word-for-word translation) meaning and cultural meaning
They demonstrate understanding of similarities and differences among languages, in both familiar and some unfamiliar cultural contexts, by adjusting responses to suit context, purpose and audience.
Content descriptorAC9L1F8C03 Communicating meaning in [Language]
interpret and analyse information, ideas and opinions in a range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience
Elaborations (13)
- Elaboration consulting with Elders and/or community members to research social, economic and community issues from the past and the present, suggesting possible solutions, and presenting findings in a written report or giving an oral or multimodal presentation in [Language]
- Elaboration investigating how practices have changed, evolved and adapted over time, for example, practices associated with natural features, trading, land, sea, fire and waste management, fishing and hunting, farming methods, trading of ochre and artefacts
- Elaboration researching seasonal calendars from diverse First Nations Peoples, for example, identifying the times for burning, waterhole maintenance, sea grass watch, and turtle tagging, and comparing these practices with western practices
- Elaboration documenting different animal and plant species, and developing a photographic record or portfolio with commentary or annotations to explain different parts and features, and connection with Country/Place and Peoples
- Elaboration consulting with Elders to assist in classifying living things according to Indigenous taxonomy systems
- Elaboration investigating how traditional methods of farming and gathering natural resources can be used to strengthen linguistic, cultural, economic and business opportunities, and sharing findings in their preferred presentation mode
- Elaboration using cultural protocols to interview an Elder or community member to gain a historical perspective about the use of [Language], and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries
- Elaboration reading or viewing local media reports to gather information about current or proposed community initiatives and projects, evaluating the pros and cons and likely impacts on the community and environment
- Elaboration gathering and presenting information about the nature of community roles and responsibilities, for example, who has the right to get food from different places, practices relating to food gathering, distribution of food from a hunting trip, the awarding and use of different cuts of meat, and special ways of cooking, cutting and sharing traditional food
- Elaboration researching and reporting on traditional ways of caring for Country/Place and community health, in consultation with and under the supervision of Elders and/or community members, for example, finding and preparing bush medicines
- Elaboration listening and responding to stories from Elders explaining how the actions of Ancestral Beings created the landscape and natural resources of their Country/Place
- Elaboration describing aspects of artistic expression, for example, traditional and contemporary paintings, design, the different roles of social groups in relation to traditional song and dance, the use of favoured materials and processes in the making of artefacts or the construction of headdresses
- Elaboration moving between languages by reading aloud or retelling stories in [Language] and explaining meaning in [Language] or English
Content descriptorAC9L1F8C04 Communicating meaning in [Language]
interpret and adjust non-verbal, spoken and written language to convey meaning in [Language] language in familiar and some unfamiliar cultural contexts
Elaborations (7)
- Elaboration comparing English translations of texts in [Language], and [Language] translations of texts in English, such as translations of stories or song lyrics, and commenting on how the translations have captured the meaning of the original spoken or written text
- Elaboration understanding challenges of translating and interpreting songs from [Language] to English, and vice versa
- Elaboration viewing First Nations art or cultural heritage sites captured in photos/pictures of Country/Place, and identifying and interpreting their significance and connection with community
- Elaboration discussing the effectiveness and accuracy of subtitles for films, video clips or documentaries in [Language] or English, finding examples of meaning that is ‘lost in translation’
- Elaboration applying culturally-appropriate and ethical behaviour when interpreting and translating, and considering potential consequences of inaccurate interpreting and misunderstanding
- Elaboration cross-referencing the meaning of words or phrases, using appropriate resources to translate meaning, and consulting with Elders and/or community language Custodians to ensure the accuracy of the [Language] translation
- Elaboration using strategies to interpret meaning when translating and creating texts that show understanding of both literal (word-for-word translation) meaning and cultural meaning
They select and use vocabulary, sentence structures and expressions, manipulating language to create texts.
Content descriptorAC9L1F8C05 Communicating meaning in [Language]
create and present spoken, written and multimodal, informative and imaginative texts for specific purposes, selecting vocabulary, expressions, grammatical structures and features, and conventions appropriate to text type and context
Elaborations (12)
- Elaboration creating a short documentary, using digital tools to record and present information, for example, producing a documentary that conveys information about their school, community, social or cultural events
- Elaboration creating an interactive or multimodal presentation for younger children and/or the community that highlights the benefits of maintaining and strengthening their language
- Elaboration writing a report or creating a commentary of an event such as a football match, school camp, school dance or music festival
- Elaboration creating a multimodal advertisement using persuasive language to advocate for traditional medicines, bush foods, or a community event
- Elaboration reporting on their own or others’ experiences of events, using formats such as personal recounts, blogs or digital/oral presentations
- Elaboration interviewing and writing a biography of a significant individual from their community or region, for example, a community leader, musician, artist or sportsperson
- Elaboration creating texts such as blog posts or articles for school newsletters, social-media sites, or for local media, on social and environmental issues
- Elaboration creating and sharing spoken, written or multimodal texts that express their sense of identity, for example, identity maps or family trees that describe significant life events such as community and language affiliations, people and travel experiences
- Elaboration creating an annotated timeline of key milestones in a significant event or achievement, such as the National Apology, the National Day of Healing (National Sorry Day), the Referendum, the Freedom Ride, Native Title, the Uluru Statement from the Heart, and the people who brought about change such as Uncle David Unaipon, Eddie Koiki Mabo, Charles Perkins AO, Rachel Perkins, Adam Goodes, and Doris Pilkington Garimara AM
- Elaboration writing a review and expressing appreciation of an event celebrating the diversity of First Nations art, dance, artefacts, song, etc.
- Elaboration creating a story about an imagined hero or heroine who has the qualities and attributes of significant First Nations Peoples that they admire and respect
- Elaboration composing the lyrics to a ballad, poem or song, praising significant Elders, community members or family members for their role in passing on [Language] and cultural heritage
Students apply the conventions of spoken [Language] to extend fluency.
Content descriptorAC9L1F8U01 Understanding language and culture
apply knowledge of conventions of spoken [Language] to enhance fluency, and respond to and create texts, in familiar and unfamiliar contexts
Elaborations (9)
- Elaboration communicating effectively by using appropriate register and intonation when interacting in spontaneous conversations with family and/or community members
- Elaboration reading aloud a real or imagined story to younger students, using appropriate intonation, stress and tone to share meaning
- Elaboration retelling a Creation, Dreamtime, Dreaming or traditional story to younger students to model spoken language and share and strengthen connections with Country/Place and Peoples
- Elaboration comparing speech-sound constraints in different Aboriginal languages and different Torres Strait Islander languages, for example, sets of vowel and consonant phonemes, allowable combinations of sounds, and rules for word stress
- Elaboration developing metalanguage to describe and talk about sounds and phonology, such as the articulation categories in Aboriginal languages and Torres Strait Islander languages, for example, the shape of the mouth and lips, the position of the tongue in relation to teeth, palate and air passage, and rolling or trilling of the tongue
- Elaboration applying knowledge of the shape of the mouth, position of tongue, etc., when pronouncing words, phrases and expressions
- Elaboration sharing phonological knowledge of their own Aboriginal language(s) and/or Torres Strait Islander language(s), recognising similarities and differences, and discussing how unique sounds are connected with Country/Place and Peoples
- Elaboration using their knowledge of alphabetic conventions to transcribe speech sounds, syllables and words in [Language]
- Elaboration transcribing spoken language, using a range of alphabetic and punctuation conventions, supported by their grammatical and vocabulary knowledge of [Language]
They demonstrate understanding that spoken, written and multimodal texts use different language conventions, structures and features to convey meaning.
Content descriptorAC9L1F8U02 Understanding language and culture
apply understanding of grammatical structures and features to compose and respond to texts
Elaborations (13)
- Elaboration identifying a range of case marking in [Language], such as using nouns and noun suffixes, verbs and verb suffixes, and suffixes, to create new words, and developing a mind-map to show the process involved
- Elaboration using suffixes to indicate past, present or future, to show habitual and intentional actions/events, and to express number singular, dual or plural, and completing an information-gap activity
- Elaboration showing how verbs are derived from nouns, as appropriate in [Language]
- Elaboration recognising how references to people, places, things and events may be varied and modified by using extra words or particles, or by using affixes, for example, expressions for having, for want of, similar to, like, and the various forms of negation or equivalent as appropriate in [Language]
- Elaboration developing an understanding of transitive and intransitive verbs, including devices such as embedded clauses and suffixes to link verbs to the same doer
- Elaboration demonstrating the main topical areas of [Language] vocabulary, such as groupings of natural species, cardinal directions, and kinship systems, and contrasting these with English vocabulary groupings, by developing a quiz
- Elaboration discussing relationships between [Language] and languages of the region, for example, common words and structures
- Elaboration using a Languages map to identify neighbouring languages, and comparing similarities and differences for words and terms among languages
- Elaboration sourcing digital resources to hear how other, regional languages sound, and discussing their diversity
- Elaboration linking and sequencing ideas using appropriate grammatical forms and language features such as connectives and linking devices
- Elaboration editing their own and/or peers’ texts for word choice, spelling, grammar and punctuation
- Elaboration understanding how the process of language-building expands existing linguistic and cultural resources in the Australian community
- Elaboration following protocols by acknowledging the cultural and intellectual property rights and copyright of the sources of their language work, for example, applying the rules of Indigenous Cultural and Intellectual Property (ICIP)
They explain structures and features of [Language] text, using metalanguage.
Content descriptorAC9L1F8U03 Understanding language and culture
reflect on similarities and differences between [Language] and English language structures and features, using metalanguage
Elaborations (12)
- Elaboration discussing how songs can demonstrate the structure and complexity of [Language], and how songs are a means of assisting the maintenance and continuity of language
- Elaboration comparing the structure of songs in [Language] with the structure of songs in English, such as the repetition of song lines, words and expressions compared with stanzas and choruses
- Elaboration comparing the use of verbal, non-verbal, hand sign and gesture language to convey meaning, such as ways of agreeing or disagreeing, expressing feelings, or providing directions
- Elaboration explaining how elements of communication, such as gestures, facial expressions, choice of language and use of silence vary according to context, situation and kin relationships, for example, eye contact, and pointing with lips
- Elaboration understanding the cultural appropriateness that guides language use in particular circumstances, such as protocols as part of Sorry Business, or loss of a community member
- Elaboration recognising that there are ways of communicating that are associated with particular relationships and situations, for example, ways of behaving during Sorry Business, at community events or meetings, topics only suitable for young people, the use of body language and hand signs, silences or appropriate eye contact
- Elaboration understanding when to use different registers of language, for example, language of ceremony, kinship terms of address, and register used when communicating with Elders and/or community members
- Elaboration observing how language evolves and changes to reflect changing lifestyles, cultural trends and emerging needs, for example, language of young people, new technologies, language associated with music and media
- Elaboration understanding how different generations use [Language] to communicate, for example, how young people might communicate using different modes of spoken or written language with a peer as opposed to an Elder
- Elaboration understanding connections among Country/Place, Peoples and language, and that these are reflected in dialect differences among clan groups
- Elaboration understanding that Aboriginal languages and Torres Strait Islander languages have a variety of forms, including creoles and variations of local languages combined with English
- Elaboration noticing and explaining the influence of English on [Language], such as the use of singular, dual and plural forms, and shortening words by omitting suffixes
They reflect on how language Custodians pass down knowledge and cultural norms, and understand the protocols of maintaining and strengthening [Language].
Content descriptorAC9L1F8U04 Understanding language and culture
reflect on how language conveys cultural knowledge, practices and norms
Elaborations (14)
- Elaboration understanding how communication through dance, painting, song, weaving and wood carving are connected with Country/Place and Peoples, and are cultural ways for remembering and sharing knowledge
- Elaboration discussing how shared stories and songs link neighbouring First Nations Peoples, and support the maintenance and continuity of identity and connection with Country/Place and Peoples
- Elaboration understanding how the phases of life from childhood to adulthood have kinship practices, rights and obligations to Country/Place, for example, as they develop, children change the way they refer to people and they build cultural knowledge to care for Country/Place
- Elaboration understanding that knowledge is shared when community deems it appropriate, for example, stories are shared when a person is ready to receive that knowledge responsibly
- Elaboration discussing how structure, roles and relationships are determined by kinship protocols such as those associated with marriage, caring for others, and cultural obligations
- Elaboration consulting with Elders on how ownership and management of Country/Place, land, waters, sky and all living things and associated stories determine rights and responsibilities
- Elaboration explaining how visual designs and performing arts illustrate connections among rules, Lore and kin systems
- Elaboration understanding cultural Lore for behaviour associated with cultural practices and traditions, for example, birth, naming, funerals, ceremonies and repatriation
- Elaboration listening to and receiving guidance from Elders and/or community members on the roles and responsibilities of ceremony, place and Lore, and understanding that these are connected through kinship, story and cosmology, and how they are demonstrated in community behaviour
- Elaboration reading, listening to or viewing a range of texts connected with knowledge and understanding of [Language], people and Country/Place of the area, such as Creation, Dreamtime, Dreaming, or traditional stories that explain Ancestors, identity and belief systems
- Elaboration understanding the importance of intergenerational collaboration and passing down of knowledge to keep [Language] strong and discussing some of the associated challenges
- Elaboration engaging in intergenerational passing down of cultural knowledge, skills and understandings, such as gathering of resources and foods, and recording cultural events and ways of cultural expression
- Elaboration understanding their role as contemporary documenters and users of [Language], for example, by interviewing Elders and community members and transcribing stories and histories
- Elaboration ensuring that linguistic and cultural knowledge information is appropriately stored according to cultural norms/mores, and identifying places for keeping language texts and resources, for example, in the school, community or national archives
Content descriptorAC9L1F8U05 Understanding language and culture
reflect on and explain how identity is shaped by language(s), culture(s), and Country/Place, and how these impact on communication
Elaborations (14)
- Elaboration reflecting on how First Nations Australians from different nations express their group identity, for example, through kinship, totems, practices and symbols such as a Welcome to Country, flags, Indigenous rounds in sporting competitions
- Elaboration reflecting on ways the [Language] community classifies natural and cultural worlds, and comparing these with other Indigenous and western systems of classification
- Elaboration understanding that culturally significant attitudes and beliefs conveyed through Aboriginal languages and Torres Strait Islander languages are related to the past, to land, plants, animals and celebrations
- Elaboration understanding concepts related to cultural values in [Language], for example, naming systems, kinship terms, nicknames, substitute words and pronoun systems
- Elaboration reflecting on how their biography, including family origins, traditions, beliefs, practices, interests and experiences, shape their sense of identity and ways of communicating
- Elaboration discussing identity and connections with land, waters, sky and all living things, cultures and languages for the health and wellbeing of individuals and community
- Elaboration reflecting on how language is important in maintaining traditional culture and society in relation to First Nations peoples and to all Australians
- Elaboration discussing what might be future challenges facing First Nations Peoples in sustaining their languages, cultures and heritage in the context of a global world
- Elaboration identifying and discussing core cultural concepts reflected in Aboriginal languages and Torres Strait Islander languages, such as respect, avoidance, reciprocity, obligation and responsibility
- Elaboration considering how and why [Language] speakers use particular conversational strategies such as indirect language to avoid conflict
- Elaboration drawing on their own experiences of using [Language] and English in different contexts to consider how language can be empowering or inclusive
- Elaboration identifying and comparing how emotions or attitudes such as respect, confidence or happiness are expressed in local and regional languages and cultures
- Elaboration recognising that there are multiple views on and explanations for events and issues, and that these can influence identity
- Elaboration reflecting on ways culture is interpreted by others, for example, identifying how stereotypes influence perceptions among different groups and communities
They understand how these are interconnected with their own language(s), culture(s) and identity.
Content descriptorAC9L1F8U05 Understanding language and culture
reflect on and explain how identity is shaped by language(s), culture(s), and Country/Place, and how these impact on communication
Elaborations (14)
- Elaboration reflecting on how First Nations Australians from different nations express their group identity, for example, through kinship, totems, practices and symbols such as a Welcome to Country, flags, Indigenous rounds in sporting competitions
- Elaboration reflecting on ways the [Language] community classifies natural and cultural worlds, and comparing these with other Indigenous and western systems of classification
- Elaboration understanding that culturally significant attitudes and beliefs conveyed through Aboriginal languages and Torres Strait Islander languages are related to the past, to land, plants, animals and celebrations
- Elaboration understanding concepts related to cultural values in [Language], for example, naming systems, kinship terms, nicknames, substitute words and pronoun systems
- Elaboration reflecting on how their biography, including family origins, traditions, beliefs, practices, interests and experiences, shape their sense of identity and ways of communicating
- Elaboration discussing identity and connections with land, waters, sky and all living things, cultures and languages for the health and wellbeing of individuals and community
- Elaboration reflecting on how language is important in maintaining traditional culture and society in relation to First Nations peoples and to all Australians
- Elaboration discussing what might be future challenges facing First Nations Peoples in sustaining their languages, cultures and heritage in the context of a global world
- Elaboration identifying and discussing core cultural concepts reflected in Aboriginal languages and Torres Strait Islander languages, such as respect, avoidance, reciprocity, obligation and responsibility
- Elaboration considering how and why [Language] speakers use particular conversational strategies such as indirect language to avoid conflict
- Elaboration drawing on their own experiences of using [Language] and English in different contexts to consider how language can be empowering or inclusive
- Elaboration identifying and comparing how emotions or attitudes such as respect, confidence or happiness are expressed in local and regional languages and cultures
- Elaboration recognising that there are multiple views on and explanations for events and issues, and that these can influence identity
- Elaboration reflecting on ways culture is interpreted by others, for example, identifying how stereotypes influence perceptions among different groups and communities
This achievement standard describes the expected learning for Years 7 to 8 Framework for Aboriginal Languages and Torres Strait Islander Languages · First language learners · Foundation to Year 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Communicating meaning in [Language] | Interacting in [Language] | 2 | 15 |
| Communicating meaning in [Language] | Mediating meaning in and between languages | 2 | 20 |
| Communicating meaning in [Language] | Creating text in [Language] | 1 | 12 |
| Understanding language and culture | Understanding systems of language | 3 | 34 |
| Understanding language and culture | Understanding the interrelationship of language, culture and identity | 2 | 28 |
| Total | 10 | 109 | |
Frequently Asked Questions
What should students know by the end of Years 7 to 8 Framework for Aboriginal Languages and Torres Strait Islander Languages?
By the end of Year 8, students contribute to and maintain interactions in [Language] language in familiar and unfamiliar contexts related to a range of experiences and perspectives. They use [Language] to negotiate solutions, and adjust language in response to others. Read the full standard
How many Content Descriptors support this standard?
10 Content Descriptors support this Achievement Standard (Communicating meaning in [Language]: 5, Understanding language and culture: 5).
How does this compare to Years 5 to 6?
The Years 5 to 6 Framework for Aboriginal Languages and Torres Strait Islander Languages standard (ASLANFALFLLY56) covers the preceding curriculum level. Standards build progressively, with Years 7 to 8 expectations extending what was introduced in Years 5 to 6.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.