Years 9 to 10
Languages
ASLANFALFLLY910
Years 9 to 10 Framework for Aboriginal Languages and Torres Strait Islander Languages Achievement Standard
11 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 10, students contribute to and extend interactions in [Language] language related to diverse contexts and perspectives. They interpret and respond to texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex structures and language devices to enhance meaning and cohesion.
Students apply and adjust features and conventions of spoken [Language] to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of [Language] texts, using metalanguage. They understand and apply protocols that relate to learning and using [Language] in their community. They reflect on their own cultural perspectives and identity, and draw on their experience of learning [Language], to evaluate how this learning influences their ideas and ways of communicating.
First language learners · Foundation to Year 10 sequence
The 11 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 10, students contribute to and extend interactions in [Language] language related to diverse contexts and perspectives.
Content descriptorAC9L1F10C01 Communicating meaning in [Language]
initiate, sustain and extend exchanges in a range of contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others
Elaborations (10)
- Elaboration interacting with Elders and/or community members to document their cultural knowledge, skills and understandings, and histories of Country/Place and Peoples
- Elaboration extending the language of discussion, for example, clarifying or justifying their own statements, responding to others’ perspectives using reflective and/or evaluative language, and accepting or refusing others’ ideas and points of view and justifying their agreement or disagreement with evidence
- Elaboration providing encouraging feedback in discussions
- Elaboration reflecting on shared experiences such as visiting museums, exhibitions, sites of cultural significance and repatriation sites, and evaluating differences in their responses and perspectives
- Elaboration sharing past and current events or experiences with teachers and peers, and discussing how these events and experiences develop connections with Elders, community and Country/Place
- Elaboration discussing their plans and aspirations for the future, and the pros and cons, benefits and challenges they may face, for example, cultural responsibilities and obligations, further study, career paths and travel
- Elaboration using deferential speech styles with Elders and/or community members, maintaining kinship, moiety and cultural Lore in interactions
- Elaboration discussing social, environmental or educational issues that impact on their community, for example, the effects of mining, farming practices, commercial fishing or tourism on community life
- Elaboration identifying issues affecting Country/Place and Peoples, including cultural and economic aspects, and discussing possible solutions involving First Nations Peoples, for example, in tourism, managing feral animals, monitoring endangered animals, reintroducing native species, revegetation, water quality, adequate infrastructure and health care
- Elaboration discussing issues regarding First Nations Peoples in local or national mainstream news media and sharing their own points of view, ideas and perspectives with teachers and peers
Content descriptorAC9L1F10C02 Communicating meaning in [Language]
contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences
Elaborations (12)
- Elaboration using the language of negotiation to solve problems that arise during collaborative-learning tasks, for example, weighing up alternatives, managing different opinions and perspectives respectfully and reaching shared decisions
- Elaboration discussing their role(s) and involvement in assisting Elders and community members in planning, organising and managing school and/or community events such as First Nations family night, NAIDOC Week and National Reconciliation Week, school or local sport, celebrations of men’s business and women’s business if appropriate, ceremonial events, Sorry Business or the passing of an Elder or community member
- Elaboration developing a persuasive audiovisual text to promote awareness and invite action on an educational, community, social, environmental or health issue, for example, the importance and benefits of maintaining traditional methods to care and protect Country/Place
- Elaboration consulting with Elders and/or community members to source correct materials and techniques, if appropriate, to make their own hunting and gathering tools, such as fishing nets, spears, digging sticks and baskets
- Elaboration personalising the markings on hunting and gathering tools according to clan traditions and stories, discussing the cutting, cooking and sharing of traditional foods and showcasing their achievements for the school community
- Elaboration collaborating with Elders and/or community members to facilitate the organisation of different forms of cultural expressions and opportunities for students to experience cultural immersion
- Elaboration negotiating possible scenarios in simulated job interviews and then presenting role-plays to teacher and peers, taking turns to play the role of employer or prospective employee
- Elaboration participating in hunting and gathering activities guided by Elders or community members, for example, identifying animal tracks, gauging wind and other climatic factors for boomerang throwing, using knowledge of seasonal changes to cool burn, and gathering foods, applying all the senses along with use of gestures and hand signs to facilitate a successful outcome, being mindful of dangers such as poisonous snakes
- Elaboration considering options and reaching shared decisions with Elders and/or community members when planning dance or song performances and/or presentations, for example, to showcase their language and cultural Lore
- Elaboration collaboratively planning and presenting a short documentary on topics such as an aspect of community life, Country/Place, an environmental or ethical issue, a good news story or a community or school achievement
- Elaboration working together to develop and design a yarning circle space to provide students with a cultural setting to discuss their perspectives on new initiatives and/or school issues that concern them, inviting Elders, community members and the school community to participate and contribute
- Elaboration starting to take leadership role(s), with guidance from Elders, regarding cultural activities such as weaving, smoking ceremony, art, song, dance, boomerang throwing, and guided bushwalking
They interpret and respond to texts by evaluating and synthesising information, ideas and perspectives.
Content descriptorAC9L1F10C03 Communicating meaning in [Language]
evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience
Elaborations (14)
- Elaboration accessing and reviewing resources such as 'Wellama', an audiovisual artwork by Alison Page and Nik Lachajczak commissioned for the entrance to the Cutaway in Barangaroo Reserve, and issues regarding the restoration of Country/Place, and how students can use resources to reframe in their own context to document cultural expressions and heritage
- Elaboration canvassing differing opinions and perspectives on matters such as the intergenerational passing down of knowledge, the use of social media, caring for Country/Place, summarising arguments and points of view, and reporting findings back to peers using verbal, written or multimodal forms of presentation
- Elaboration listening, 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 community and environment, and discussing with Elders and/or community members
- Elaboration researching social, economic and community issues from the past and present, suggesting viable solutions and presenting findings by writing a report or an article for the school newsletter or secure school social-media platform
- Elaboration consulting with Elders and/or community members about how practices and stories have evolved and adapted over time, such as those associated with land, seas, fire and waste management, trading and fishing, and hunting and farming methods, and compiling information to present to visitors and/or the community
- Elaboration researching and presenting information about methods of First Nations Peoples for sustainability, for example, cultural flows, using natural resources, farming barramundi for local communities/businesses, and harvesting seaweed for livestock feed to reduce methane emissions
- Elaboration investigating and explaining 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 consulting with Elders and/or community members to assist in classifying different animal and plant species according to Indigenous taxonomy systems, and developing a photographic record or portfolio with commentary or annotations to explain different parts and features, and connections with Country/Place and Peoples
- 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 researching 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 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 analysing and evaluating aspects of artistic expression, for example, traditional and contemporary paintings, design, the different roles of social groups in relation to traditional song and dance, and the use of favoured materials and processes in the making of artefacts or the construction of headdresses
- Elaboration consulting with Elders and/or community members on how ownership and management of land, waters, sky and all living things, and associated stories, determine rights and responsibilities, and reporting this information to the school community using verbal, written or multimodal forms of presentation
Content descriptorAC9L1F10C04 Communicating meaning in [Language]
interpret and translate non-verbal, spoken and written interactions and texts to reflect cultural context, purpose and audience
Elaborations (8)
- Elaboration using strategies to interpret meaning when translating and creating texts, such as understanding that there is literal meaning (word-for-word), reading for meaning and cultural reading
- Elaboration comparing their translations of particular vocabulary, phrases or sentences with those of their classmates, noting variations and discussing why these occur, considering potential consequences of inaccurate interpreting and misunderstandings
- Elaboration analysing published English translations of texts in [Language], and [Language] translations of texts in English, such as stories or song lyrics, and commenting on how the translations have captured the meaning of the original text
- Elaboration understanding challenges of translating and interpreting songs from [Language] to English or from English to [Language]
- Elaboration creating glossaries and annotations in [Language] and English, providing explanations for cultural and contextual references in songs, stories and dances
- Elaboration moving between languages by reading aloud or retelling stories in [Language] and explaining meaning in [Language] or English
- Elaboration researching interpreting services in their area, for example, considering the role of interpreters, ethical dimensions regarding cultural appropriateness and sensitivities, and issues around interpreting and translating in specialised contexts such as health, education or tourism
- Elaboration understanding the importance of using appropriate protocols when consulting with Elders and/or community members, and acknowledging cultural and intellectual property rights when translating from [Language] to English
They show understanding of how features of language can be used to influence audience response.
Content descriptorAC9L1F10C03 Communicating meaning in [Language]
evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience
Elaborations (14)
- Elaboration accessing and reviewing resources such as 'Wellama', an audiovisual artwork by Alison Page and Nik Lachajczak commissioned for the entrance to the Cutaway in Barangaroo Reserve, and issues regarding the restoration of Country/Place, and how students can use resources to reframe in their own context to document cultural expressions and heritage
- Elaboration canvassing differing opinions and perspectives on matters such as the intergenerational passing down of knowledge, the use of social media, caring for Country/Place, summarising arguments and points of view, and reporting findings back to peers using verbal, written or multimodal forms of presentation
- Elaboration listening, 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 community and environment, and discussing with Elders and/or community members
- Elaboration researching social, economic and community issues from the past and present, suggesting viable solutions and presenting findings by writing a report or an article for the school newsletter or secure school social-media platform
- Elaboration consulting with Elders and/or community members about how practices and stories have evolved and adapted over time, such as those associated with land, seas, fire and waste management, trading and fishing, and hunting and farming methods, and compiling information to present to visitors and/or the community
- Elaboration researching and presenting information about methods of First Nations Peoples for sustainability, for example, cultural flows, using natural resources, farming barramundi for local communities/businesses, and harvesting seaweed for livestock feed to reduce methane emissions
- Elaboration investigating and explaining 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 consulting with Elders and/or community members to assist in classifying different animal and plant species according to Indigenous taxonomy systems, and developing a photographic record or portfolio with commentary or annotations to explain different parts and features, and connections with Country/Place and Peoples
- 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 researching 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 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 analysing and evaluating aspects of artistic expression, for example, traditional and contemporary paintings, design, the different roles of social groups in relation to traditional song and dance, and the use of favoured materials and processes in the making of artefacts or the construction of headdresses
- Elaboration consulting with Elders and/or community members on how ownership and management of land, waters, sky and all living things, and associated stories, determine rights and responsibilities, and reporting this information to the school community using verbal, written or multimodal forms of presentation
Content descriptorAC9L1F10C04 Communicating meaning in [Language]
interpret and translate non-verbal, spoken and written interactions and texts to reflect cultural context, purpose and audience
Elaborations (8)
- Elaboration using strategies to interpret meaning when translating and creating texts, such as understanding that there is literal meaning (word-for-word), reading for meaning and cultural reading
- Elaboration comparing their translations of particular vocabulary, phrases or sentences with those of their classmates, noting variations and discussing why these occur, considering potential consequences of inaccurate interpreting and misunderstandings
- Elaboration analysing published English translations of texts in [Language], and [Language] translations of texts in English, such as stories or song lyrics, and commenting on how the translations have captured the meaning of the original text
- Elaboration understanding challenges of translating and interpreting songs from [Language] to English or from English to [Language]
- Elaboration creating glossaries and annotations in [Language] and English, providing explanations for cultural and contextual references in songs, stories and dances
- Elaboration moving between languages by reading aloud or retelling stories in [Language] and explaining meaning in [Language] or English
- Elaboration researching interpreting services in their area, for example, considering the role of interpreters, ethical dimensions regarding cultural appropriateness and sensitivities, and issues around interpreting and translating in specialised contexts such as health, education or tourism
- Elaboration understanding the importance of using appropriate protocols when consulting with Elders and/or community members, and acknowledging cultural and intellectual property rights when translating from [Language] to English
They create texts, selecting and manipulating language for a range of contexts, purposes and audiences.
Content descriptorAC9L1F10C05 Communicating meaning in [Language]
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences
Elaborations (13)
- Elaboration creating the script for a short documentary, using digital tools to record and present, for example, producing a documentary about Creation, Dreamtime, Dreaming or a traditional story that connects them with Country/Place and Peoples
- Elaboration creating an informative podcast for the school community to showcase recent events or future activities or initiatives, selecting language and audio features appropriate to audience
- Elaboration creating a multimodal advertisement using persuasive language to advocate for traditional medicines, bush foods, or a community event or cultural celebration
- 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 First Nations individual person or group from their region, for example, a community leader, musician, artist or sportsperson
- Elaboration creating evaluative, persuasive or reflective texts on cultural, social and or environmental issues that concern them, to be featured on a platform of their choice such as a school newsletter or a secure school social-media site
- Elaboration creating an interactive or multimodal presentation, for younger children or for the community, that highlights the benefits of maintaining and strengthening their language
- Elaboration creating, and sharing spoken, written or multimodal texts, that express their sense of identity such as identity maps or family trees that describe significant life events, genealogy, and connection with Country/Place, cultural Lore and language
- Elaboration creating an evaluative appraisal of the significant events or achievements of First Nations Australians, such as the National Apology, the National Day of Healing (National Sorry Day), the Referendum, the Freedom Ride, Native Title, and the Uluru Statement from the Heart
- Elaboration creating a collaboratively collated biographical booklet dedicated to the people who brought about positive change for First Nations Peoples, featuring individuals such as Uncle David Unaipon, Eddie Koiki Mabo, Charles Perkins AO, Rachel Perkins, Adam Goodes, Doris Pilkington Garimara AM and Cathy Freeman OAM
- Elaboration composing the script for a short play or film, including director’s instructions, descriptions of setting, characters, etc., with digital and performative elements
- Elaboration creating an individual artwork or community mural, with guidance from Elders and/or community members, and critiquing the symbolic meanings of the imagery, composing a commentary on effective methods in creating cultural and/or historical meaning
- Elaboration choreographing a new dance, after consulting with Elders and/or community members, to represent a current issue(s) that affects their community and Country/Place
They apply and use complex structures and language devices to enhance meaning and cohesion.
Content descriptorAC9L1F10C05 Communicating meaning in [Language]
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences
Elaborations (13)
- Elaboration creating the script for a short documentary, using digital tools to record and present, for example, producing a documentary about Creation, Dreamtime, Dreaming or a traditional story that connects them with Country/Place and Peoples
- Elaboration creating an informative podcast for the school community to showcase recent events or future activities or initiatives, selecting language and audio features appropriate to audience
- Elaboration creating a multimodal advertisement using persuasive language to advocate for traditional medicines, bush foods, or a community event or cultural celebration
- 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 First Nations individual person or group from their region, for example, a community leader, musician, artist or sportsperson
- Elaboration creating evaluative, persuasive or reflective texts on cultural, social and or environmental issues that concern them, to be featured on a platform of their choice such as a school newsletter or a secure school social-media site
- Elaboration creating an interactive or multimodal presentation, for younger children or for the community, that highlights the benefits of maintaining and strengthening their language
- Elaboration creating, and sharing spoken, written or multimodal texts, that express their sense of identity such as identity maps or family trees that describe significant life events, genealogy, and connection with Country/Place, cultural Lore and language
- Elaboration creating an evaluative appraisal of the significant events or achievements of First Nations Australians, such as the National Apology, the National Day of Healing (National Sorry Day), the Referendum, the Freedom Ride, Native Title, and the Uluru Statement from the Heart
- Elaboration creating a collaboratively collated biographical booklet dedicated to the people who brought about positive change for First Nations Peoples, featuring individuals such as Uncle David Unaipon, Eddie Koiki Mabo, Charles Perkins AO, Rachel Perkins, Adam Goodes, Doris Pilkington Garimara AM and Cathy Freeman OAM
- Elaboration composing the script for a short play or film, including director’s instructions, descriptions of setting, characters, etc., with digital and performative elements
- Elaboration creating an individual artwork or community mural, with guidance from Elders and/or community members, and critiquing the symbolic meanings of the imagery, composing a commentary on effective methods in creating cultural and/or historical meaning
- Elaboration choreographing a new dance, after consulting with Elders and/or community members, to represent a current issue(s) that affects their community and Country/Place
Students apply and adjust features and conventions of spoken [Language] to extend fluency.
Content descriptorAC9L1F10U01 Understanding language and culture
apply features and conventions of spoken [Language] to extend fluency in response to a range of contexts, purposes and audience
Elaborations (7)
- Elaboration reading aloud extended texts using appropriate pauses, emphasis, intonation, stress and tone to enhance and convey meaning
- Elaboration reading aloud a Creation, Dreamtime, Dreaming or traditional story to a wider audience, to model authentic spoken language and share and strengthen connections with Country/Place and Peoples, for example, at NAIDOC events
- Elaboration applying the rules and conventions of speech-sound combinations, such as sets of vowel and consonant phonemes and rules for word stress
- Elaboration acknowledging and understanding that there are similarities and differences in Aboriginal languages and Torres Strait Islander languages, and discussing how unique sounds are connected with Country/Place and Peoples
- Elaboration understanding the major place of articulation categories in Aboriginal languages and Torres Strait Islander languages, for example, articulation at lip or soft palate, involving the flat of the tongue and position of the tongue in relation to teeth, and obstructing the air passage with tip of the tongue, and recognising their realisation across different languages and regions in Australia
- Elaboration applying their knowledge of a range of alphabetic and punctuation conventions, supported by their grammatical and vocabulary knowledge, to transcribe speech sounds, syllables and words in [Language]
- Elaboration using digital tools to source recordings of the rhythm and intonation patterns of other Aboriginal languages and Torres Strait Islander languages, to analyse and discuss the diversity of sound in their findings
They demonstrate understanding of the conventions of spoken and written texts and the connections between them.
Content descriptorAC9L1F10U01 Understanding language and culture
apply features and conventions of spoken [Language] to extend fluency in response to a range of contexts, purposes and audience
Elaborations (7)
- Elaboration reading aloud extended texts using appropriate pauses, emphasis, intonation, stress and tone to enhance and convey meaning
- Elaboration reading aloud a Creation, Dreamtime, Dreaming or traditional story to a wider audience, to model authentic spoken language and share and strengthen connections with Country/Place and Peoples, for example, at NAIDOC events
- Elaboration applying the rules and conventions of speech-sound combinations, such as sets of vowel and consonant phonemes and rules for word stress
- Elaboration acknowledging and understanding that there are similarities and differences in Aboriginal languages and Torres Strait Islander languages, and discussing how unique sounds are connected with Country/Place and Peoples
- Elaboration understanding the major place of articulation categories in Aboriginal languages and Torres Strait Islander languages, for example, articulation at lip or soft palate, involving the flat of the tongue and position of the tongue in relation to teeth, and obstructing the air passage with tip of the tongue, and recognising their realisation across different languages and regions in Australia
- Elaboration applying their knowledge of a range of alphabetic and punctuation conventions, supported by their grammatical and vocabulary knowledge, to transcribe speech sounds, syllables and words in [Language]
- Elaboration using digital tools to source recordings of the rhythm and intonation patterns of other Aboriginal languages and Torres Strait Islander languages, to analyse and discuss the diversity of sound in their findings
Content descriptorAC9L1F10U02 Understanding language and culture
apply knowledge of grammatical structures and features to predict meaning and compose a range of texts that contains complex structures and ideas
Elaborations (11)
- Elaboration applying and explaining the full range of case marking in [Language], such as using nouns and noun suffixes, verbs and verb suffixes, and suffixes, to create and understand new words, phrases, sentences and some idiomatic expressions, and developing a word chart with the range and variation of suffixes for the parts of speech
- Elaboration using suffixes to show the subject or object of a verb, for example, The dog (subject or doer of the action) chased the cat (the object or the receiver of the action) versus The cat (subject or doer of the action) scratched the dog (the object or the receiver of the action) or equivalent as appropriate in [Language] by completing an information-gap activity
- Elaboration explaining 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, or equivalent as appropriate in [Language]
- Elaboration using the various forms of negation appropriately for the context, for example, no, not yet, never, no one or equivalent as appropriate in [Language]
- Elaboration applying and explaining the grammatical rules of transitive and intransitive verbs, including devices such as embedding and serialisation
- Elaboration understanding and explaining the delineation of time, manner, attitude and place, for example, temporal expressions such as beforehand, afterwards, too late, originally, and attitudinal elements such as could, ought to, should, would, I wish or equivalent as appropriate in [Language]
- Elaboration investigating and explaining how the process of language-building expands existing linguistic and cultural resources in the Australian community
- Elaboration editing their own and/or peers’ texts for word choice, spelling, grammar and punctuation, and providing constructive feedback using metalanguage
- Elaboration transcribing complete texts of spoken language, using a range of alphabetic and punctuation conventions and devices, supported by their grammatical and vocabulary knowledge of [Language]
- Elaboration experimenting with the use of linguistic structures and features, conventions of punctuation and language devices, to create texts for particular purposes and audiences
- Elaboration applying the knowledge and understanding of the Indigenous Cultural and Intellectual Property (ICIP) rights and copyright of the resources used in their language work, for example, consulting with Elders and community members when creating and/or publishing [Language] resources and acknowledging the connection of [Language] with Country/Place and Peoples
They apply knowledge of language structures and features to make and predict meaning.
Content descriptorAC9L1F10U02 Understanding language and culture
apply knowledge of grammatical structures and features to predict meaning and compose a range of texts that contains complex structures and ideas
Elaborations (11)
- Elaboration applying and explaining the full range of case marking in [Language], such as using nouns and noun suffixes, verbs and verb suffixes, and suffixes, to create and understand new words, phrases, sentences and some idiomatic expressions, and developing a word chart with the range and variation of suffixes for the parts of speech
- Elaboration using suffixes to show the subject or object of a verb, for example, The dog (subject or doer of the action) chased the cat (the object or the receiver of the action) versus The cat (subject or doer of the action) scratched the dog (the object or the receiver of the action) or equivalent as appropriate in [Language] by completing an information-gap activity
- Elaboration explaining 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, or equivalent as appropriate in [Language]
- Elaboration using the various forms of negation appropriately for the context, for example, no, not yet, never, no one or equivalent as appropriate in [Language]
- Elaboration applying and explaining the grammatical rules of transitive and intransitive verbs, including devices such as embedding and serialisation
- Elaboration understanding and explaining the delineation of time, manner, attitude and place, for example, temporal expressions such as beforehand, afterwards, too late, originally, and attitudinal elements such as could, ought to, should, would, I wish or equivalent as appropriate in [Language]
- Elaboration investigating and explaining how the process of language-building expands existing linguistic and cultural resources in the Australian community
- Elaboration editing their own and/or peers’ texts for word choice, spelling, grammar and punctuation, and providing constructive feedback using metalanguage
- Elaboration transcribing complete texts of spoken language, using a range of alphabetic and punctuation conventions and devices, supported by their grammatical and vocabulary knowledge of [Language]
- Elaboration experimenting with the use of linguistic structures and features, conventions of punctuation and language devices, to create texts for particular purposes and audiences
- Elaboration applying the knowledge and understanding of the Indigenous Cultural and Intellectual Property (ICIP) rights and copyright of the resources used in their language work, for example, consulting with Elders and community members when creating and/or publishing [Language] resources and acknowledging the connection of [Language] with Country/Place and Peoples
They support analysis of [Language] texts, using metalanguage.
Content descriptorAC9L1F10U03 Understanding language and culture
reflect on and evaluate [Language] texts, using metalanguage to analyse language structures and features
Elaborations (12)
- Elaboration understanding the role of song as a means of assisting the maintenance and continuity of language, culture, customs, First Nations histories, beliefs, Lore, cultural morals and values
- Elaboration explaining the structure and complexity of [Language] used in songs and applying this knowledge when creating and performing their own songs or existing traditional songs of Country/Place and Peoples with guidance from Elders as appropriate, acknowledging the Custodians of the songs
- Elaboration comparing and analysing 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, and explaining the effect of the structure on meaning
- Elaboration analysing and discussing the use of non-verbal and spoken language, gestures, hand signs, silences and body language to add nuances and layers of meaning when communicating in [Language]
- 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, pointing with lips
- Elaboration understanding and discussing the cultural appropriateness that guides language use in particular circumstances, such as protocols as part of Sorry Business, or the passing of an Elder or community member
- Elaboration understanding and applying the main topical areas of [Language] vocabulary, such as groupings of natural species, cardinal directions, and kinship systems, and contrasting these with English
- Elaboration applying correct registers of language to suit context, purpose and audience, for example, language of ceremony, kinship terms of address, and appropriate ways of communicating with Elders and/or community members
- Elaboration explaining 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 or community member
- Elaboration discussing how language evolves and changes to reflect changing lifestyles, cultural trends and emerging needs, for example, the language of young people, new technologies, and language associated with music and media, and using this knowledge to create new language resources
- Elaboration explaining the influence of English on [Language], such as use of singular, dual and plural forms, using ‘s’ to make plurals, and shortening words by omitting suffixes, and how this affects retention of language and richness of meaning
- Elaboration researching the variations in Aboriginal languages and Torres Strait Islander languages, such as among clan groups, dialects, creoles and Aboriginal English, and explaining that these variations are connected with Country/Place and Peoples
They understand and apply protocols that relate to learning and using [Language] in their community.
Content descriptorAC9L1F10U04 Understanding language and culture
understand and apply protocols associated with language learning and language using in cultural contexts
Elaborations (6)
- Elaboration ensuring that cultural norms, mores and protocols are followed and applied to access, elicit, record, store and use information about [Language] and cultures
- Elaboration keeping Aboriginal languages and Torres Strait Islander languages texts and resources safe and secure within the school and local community, for example, in school, community or national archives
- Elaboration explaining 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 ways they refer to people and they build cultural knowledge to care for Country/Place
- Elaboration explaining the importance of intergenerational collaboration and passing down of knowledge in keeping [Language] strong and discussing some of the associated challenges
- Elaboration engaging in intergenerational passing down of knowledge of [Language] to retain and strengthen cultural knowledge, skills and understandings, such as gathering of resources and foods, and recording cultural events and ways of cultural expression
- Elaboration taking responsibility for their role as young contemporary users of [Language], to assist the retention and continuity of [Language], oral histories and cultural knowledge, for example, interviewing Elders and/or community members and transcribing their stories and histories
They reflect on their own cultural perspectives and identity, and draw on their experience of learning [Language], to evaluate how this learning influences their ideas and ways of communicating.
Content descriptorAC9L1F10U05 Understanding language and culture
reflect on and evaluate how identity is shaped by language(s), culture(s) and Country/Place, and how these affect ways of communicating
Elaborations (14)
- Elaboration reflecting on how First Nations Australians from different nations express their group identity, such as through kinship, moieties, totems, practices and symbols, for example, a detailed and personalised Welcome to Country and/or an Acknowledgement of Country, including information regarding clan groups and family connections
- Elaboration explaining how visual designs and performing arts illustrate connections among Country/Place, Peoples, cultural Lore, histories, kinship systems and identity
- Elaboration reflecting on the importance of cultural Lore and mores associated with cultural practices and traditions, for example, birth, naming, funerals, ceremonies and repatriation artefacts, and remains of Ancestors
- Elaboration listening to and receiving guidance from Elders and/or community members on the roles and responsibilities of ceremony and place, and how these are connected through stories and cosmology, and demonstrated in community behaviour
- Elaboration evaluating local, community and regional cultural events that celebrate Aboriginal languages and Torres Strait Islander languages, heritage, County/Place, Peoples, and reflecting on how their biography, including family origins, traditions, beliefs, practices, interests and experiences, shape their sense of identity and ways of communicating
- Elaboration analysing the benefits that arise for First Nations Peoples from being on Country/Place and discussing how the connection with lands, waters, sky and all living things, cultures and languages contribute to the health and wellbeing of individuals and communities
- Elaboration explaining how communication through dance, painting, song, weaving and wood carving is connected with Country/Place and Peoples, and are cultural ways for remembering and sharing knowledge
- Elaboration identifying and comparing how emotions or attitudes, such as respect, confidence or happiness, are expressed in [Language]
- Elaboration reflecting on how [Language] language use and connection with Country/Place contribute to their sense of identity
- Elaboration analysing how First Nations groups and nations support the maintenance and continuity of connection with Country/Place and how this is closely related to identity and cultural empowerment
- Elaboration discussing career opportunities such as interpreters and translators that could be available to mother-tongue speakers of [Language] and acknowledging the responsibility that these roles would entail in ensuring cultural and intellectual property rights and copyright of [Language] language and cultural knowledge are respected
- Elaboration researching how other countries have maintained indigenous languages and cultures, comparing issues such as advocacy, languages policy and reform
- Elaboration analysing and evaluating a range of texts which connect knowledge and understanding of [Language], Peoples and Country/Place of the area, for example, a Creation, Dreamtime, Dreaming or traditional story which explains Ancestors, belief systems and how the landscape was created
- Elaboration reflecting on the way cultures are interpreted and the multiple views on and explanations for cultural identity, for example, analysing how stereotypes influence perceptions among different groups and communities or evaluating mainstream media portrayals of First Nations Peoples
This achievement standard describes the expected learning for Years 9 to 10 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 | 22 |
| Communicating meaning in [Language] | Mediating meaning in and between languages | 2 | 22 |
| Communicating meaning in [Language] | Creating text in [Language] | 1 | 13 |
| Understanding language and culture | Understanding systems of language | 3 | 30 |
| Understanding language and culture | Understanding the interrelationship of language, culture and identity | 2 | 20 |
| Total | 10 | 107 | |
Frequently Asked Questions
What should students know by the end of Years 9 to 10 Framework for Aboriginal Languages and Torres Strait Islander Languages?
By the end of Year 10, students contribute to and extend interactions in [Language] language related to diverse contexts and perspectives. They interpret and respond to texts by evaluating and synthesising information, ideas and perspectives. 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 7 to 8?
The Years 7 to 8 Framework for Aboriginal Languages and Torres Strait Islander Languages standard (ASLANFALFLLY78) covers the preceding curriculum level. Standards build progressively, with Years 9 to 10 expectations extending what was introduced in Years 7 to 8.
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.