Years 7 to 8
Languages
ASLANFALSLLY78
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 some unfamiliar contexts related to a range of interests and experiences. They use [Language] to negotiate solutions and adjust language in response to others. They interpret 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 to create texts.
Students apply the conventions of spoken [Language] to enhance fluency. They demonstrate understanding that spoken, written and multimodal texts use different language conventions, structures and features to convey meaning. They comment on structures and features of [Language] text, using metalanguage. They reflect on how language communities pass down, maintain or revive [Language], knowledge and cultural norms following appropriate protocols, and how these are interconnected with identity. They reflect on their own language(s), culture(s) and identity.
Second 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 some unfamiliar contexts related to a range of interests and experiences.
Content descriptorAC9L2F8C01 Communicating meaning in [Language]
initiate and sustain exchanges in familiar and some unfamiliar contexts related to students’ experiences, feelings and views, adjusting their language in response to others
Elaborations (11)
- Elaboration using culturally-appropriate greetings and terms of address depending on cultural status such as when interacting with Elders and/or community members, taking into consideration kinship where appropriate, relationships, identity, gender and age when communicating between men and women, and the young
- Elaboration discussing aspects of their everyday lives with others and expressing personal experiences and feelings
- Elaboration discussing aspects of their personal worlds, such as home, school and social lives, including their use of different languages and involvement in different cultural practices
- Elaboration using fillers, asking questions or clarification, requesting more details or how to spell or say a word, phrase or expression in [Language] to sustain interaction
- Elaboration sharing their responses to the experience of learning and using [Language] within their cultural context or as second-language or additional-language learner
- Elaboration engaging in face-to-face or online conversations with peers about shared interests such as discussing favourite Indigenous music or art
- Elaboration using visual cues such as gestures, hand signs, body language and eye contact to interact in a culturally-appropriate manner
- Elaboration communicating with peers and other [Language] speakers in local or online communities if appropriate, using active listening skills, turn-taking cues, and requests for clarification
- Elaboration sharing past events or experiences and/or future goals and aspirations with their teachers and peers
- Elaboration inviting Elders and/or community cultural-knowledge holders where appropriate to share information about their local culture and engaging in respectful discussion such as responding to and asking questions
- Elaboration using [Language] in real-life experiences on Country/Place where appropriate, for example, through cooking traditional food, basket weaving, and wood carving
They use [Language] to negotiate solutions and adjust language in response to others.
Content descriptorAC9L2F8C01 Communicating meaning in [Language]
initiate and sustain exchanges in familiar and some unfamiliar contexts related to students’ experiences, feelings and views, adjusting their language in response to others
Elaborations (11)
- Elaboration using culturally-appropriate greetings and terms of address depending on cultural status such as when interacting with Elders and/or community members, taking into consideration kinship where appropriate, relationships, identity, gender and age when communicating between men and women, and the young
- Elaboration discussing aspects of their everyday lives with others and expressing personal experiences and feelings
- Elaboration discussing aspects of their personal worlds, such as home, school and social lives, including their use of different languages and involvement in different cultural practices
- Elaboration using fillers, asking questions or clarification, requesting more details or how to spell or say a word, phrase or expression in [Language] to sustain interaction
- Elaboration sharing their responses to the experience of learning and using [Language] within their cultural context or as second-language or additional-language learner
- Elaboration engaging in face-to-face or online conversations with peers about shared interests such as discussing favourite Indigenous music or art
- Elaboration using visual cues such as gestures, hand signs, body language and eye contact to interact in a culturally-appropriate manner
- Elaboration communicating with peers and other [Language] speakers in local or online communities if appropriate, using active listening skills, turn-taking cues, and requests for clarification
- Elaboration sharing past events or experiences and/or future goals and aspirations with their teachers and peers
- Elaboration inviting Elders and/or community cultural-knowledge holders where appropriate to share information about their local culture and engaging in respectful discussion such as responding to and asking questions
- Elaboration using [Language] in real-life experiences on Country/Place where appropriate, for example, through cooking traditional food, basket weaving, and wood carving
Content descriptorAC9L2F8C02 Communicating meaning in [Language]
collaborate in activities that involve the language of transaction, negotiation and problem-solving, to plan projects and events
Elaborations (13)
- Elaboration participating in planning and making arrangements, using language related to place and activity, for example, organising class events such as holding a lunch, party or performance for NAIDOC Week and/or Reconciliation Week, using expressions such as, 'What shall we do?', 'What do you think about …?', 'Who wants to create the invitation?', 'What type of food are we going to have?', 'Who wants to perform?', 'What about the music?', 'Who shall we invite?' or equivalent as appropriate in [Language]
- Elaboration designing posters, displays and digital presentations, with guidance from Elders and /or community members, to draw attention to issues relevant to the Country/Place, such as the importance of learning the language of Country/Place at school
- Elaboration creating collaborative presentations to showcase language-learning progress, such as creating displays or performances for Elders and/or community members where appropriate, family, friends or the school community
- Elaboration participating in an exchange of opinions to form conclusions or solve issues on topics related to their personal worlds, such as working collaboratively to make a shield on Country/Place, with guidance from Elders and /or community members, and choosing the correct tree, bark and tools required for the function of the shield, if appropriate
- Elaboration giving and following instructions, using gestures or hand signs as needed, for example, explaining how to cook bush foods
- Elaboration promoting community events such as festivals or cultural activities, for example, making posters for music festivals or football matches and posting on a secure school site
- Elaboration initiating student-led lunchtime or out-of-school hours programs to encourage their peers to read, exercise and improve technology literacy
- Elaboration making a video or multimodal presentation to provide information about the area in which they live and places of significance to them
- Elaboration researching traditional ways of bartering, such as negotiating for tools, weapons, instruments and artefacts, and presenting information in their preferred presentation mode
- Elaboration participating in a collaborative project, such as contributing to a school newsletter, secure blog or making posters to promote awareness and understanding of an important issue for the school community
- Elaboration creating resources collaboratively to help others, such as compiling helpful hints for new students at the school, for example, creating a student handbook in [Language]
- Elaboration planning culturally respectful interview questions to ask an Elder and/or community member or local First Nations person visiting the school
- Elaboration researching and presenting about how local resources such as ochre or quartz have been sourced and used continuously by First Nations Peoples
They interpret information, ideas and opinions in texts.
Content descriptorAC9L2F8C03 Communicating meaning in [Language]
interpret information, ideas and opinions in a range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience
Elaborations (15)
- Elaboration accessing a range of texts such as articles, scientific data and evidence, and Creation, Dreamtime, Dreaming and traditional stories, to demonstrate that there are shared world views and to exchange information about the world, science, astronomy, etc.
- Elaboration responding to texts such as stories or video clips by recording key vocabulary and expressions, identifying main ideas and sequences of events
- Elaboration discussing and explaining how land, waters, sky, people, plants, animals, and social and ecological relationships are expressed through the arts
- Elaboration identifying how geographical location relates to or expresses elements of Country/Place and Peoples, and investigating how this may be manifested in traditional and contemporary arts, including paintings, weavings and artefacts
- Elaboration listening to, viewing and sharing personal responses to popular First Nations traditional and contemporary music, identifying key messages and themes
- Elaboration investigating how stories and songs often link neighbouring First Nations groups and nations, and recreating or acting out their own stories or songs
- Elaboration researching the origins of First Nations names in their local regional, state or territory, recording meanings where known, and identifying different source languages, comparing similarities to or shared words with their own language if appropriate
- Elaboration providing live commentary of a dance performance, with guidance from Elders and/or community members, commenting on movements, the role and positioning of the dancers and musicians, the significance of body art, symbols and adornments, and interpreting key messages of the performance and the meaning of movements
- Elaboration developing a photographic record or portfolio of different animal and plant species found on Country/Place, providing a spoken or written commentary or annotations
- Elaboration identifying and describing the role of various First Nations organisations that provide services to their community, if appropriate
- Elaboration researching different aspects of a selected First Nations business operating in the community, for example, an organisation or enterprise associated with the arts, bush medicine, bush food, tourism, transportation or animal husbandry, and presenting findings in a digital format or oral presentation mode, if appropriate
- Elaboration researching First Nations words used in English, and identifying and explaining words that come from the local language
- Elaboration researching and exchanging opinions about important historical events concerning the local community
- Elaboration reading a Creation, Dreamtime, Dreaming or traditional story, and placing the events in chronological order or translating a section of the story
- Elaboration reading and performing a traditional song or dance with permission from Elders and/or community members, and explaining it to younger students
Content descriptorAC9L2F8C04 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 (10)
- Elaboration translating short texts from the [Language] to English, and vice versa, comparing their interpretations and discussing possible reasons for differences
- Elaboration translating song lyrics or dialogues and discussing how cultural knowledge or understanding influences interpretation such as a Welcome to Country or an Acknowledgement of Country
- Elaboration identifying expressions in [language] that do not easily translate into English, including discussion about the number system, terms for colour, language associated with time, and explaining the cultural connotations behind them
- Elaboration comparing different versions of translations from online translators or reference materials and selecting correct meanings, considering the need to go beyond literal meaning
- Elaboration demonstrating and explaining elements of non-verbal communication in [Language] that require interpretation, such as gestures, hand talk, facial expressions, eye contact, and lip pointing
- Elaboration developing bilingual wordlists to accompany stories and songs in [Language] and English
- Elaboration comparing published bilingual texts, such as children’s stories or film segments with subtitles, commenting on differences between how each language represents meaning, for example, discussing how cultural references are conveyed differently in each language
- Elaboration creating shared bilingual digital texts such as songs, dialogues, word banks or glossaries, and expressions used in everyday interactions in [Language] and English, and creating a bilingual display, for example, a video clip or photographic display showcasing events and experiences, such as learning on a Country/Place excursion where appropriate
- Elaboration performing a role-play or skit for an audience, using [Language] for the performance and English for the translation, captions and/or for supporting explanations and commentary
- Elaboration understanding and applying culturally-appropriate and ethical behaviour when interpreting and translating
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 descriptorAC9L2F8C03 Communicating meaning in [Language]
interpret information, ideas and opinions in a range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience
Elaborations (15)
- Elaboration accessing a range of texts such as articles, scientific data and evidence, and Creation, Dreamtime, Dreaming and traditional stories, to demonstrate that there are shared world views and to exchange information about the world, science, astronomy, etc.
- Elaboration responding to texts such as stories or video clips by recording key vocabulary and expressions, identifying main ideas and sequences of events
- Elaboration discussing and explaining how land, waters, sky, people, plants, animals, and social and ecological relationships are expressed through the arts
- Elaboration identifying how geographical location relates to or expresses elements of Country/Place and Peoples, and investigating how this may be manifested in traditional and contemporary arts, including paintings, weavings and artefacts
- Elaboration listening to, viewing and sharing personal responses to popular First Nations traditional and contemporary music, identifying key messages and themes
- Elaboration investigating how stories and songs often link neighbouring First Nations groups and nations, and recreating or acting out their own stories or songs
- Elaboration researching the origins of First Nations names in their local regional, state or territory, recording meanings where known, and identifying different source languages, comparing similarities to or shared words with their own language if appropriate
- Elaboration providing live commentary of a dance performance, with guidance from Elders and/or community members, commenting on movements, the role and positioning of the dancers and musicians, the significance of body art, symbols and adornments, and interpreting key messages of the performance and the meaning of movements
- Elaboration developing a photographic record or portfolio of different animal and plant species found on Country/Place, providing a spoken or written commentary or annotations
- Elaboration identifying and describing the role of various First Nations organisations that provide services to their community, if appropriate
- Elaboration researching different aspects of a selected First Nations business operating in the community, for example, an organisation or enterprise associated with the arts, bush medicine, bush food, tourism, transportation or animal husbandry, and presenting findings in a digital format or oral presentation mode, if appropriate
- Elaboration researching First Nations words used in English, and identifying and explaining words that come from the local language
- Elaboration researching and exchanging opinions about important historical events concerning the local community
- Elaboration reading a Creation, Dreamtime, Dreaming or traditional story, and placing the events in chronological order or translating a section of the story
- Elaboration reading and performing a traditional song or dance with permission from Elders and/or community members, and explaining it to younger students
Content descriptorAC9L2F8C04 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 (10)
- Elaboration translating short texts from the [Language] to English, and vice versa, comparing their interpretations and discussing possible reasons for differences
- Elaboration translating song lyrics or dialogues and discussing how cultural knowledge or understanding influences interpretation such as a Welcome to Country or an Acknowledgement of Country
- Elaboration identifying expressions in [language] that do not easily translate into English, including discussion about the number system, terms for colour, language associated with time, and explaining the cultural connotations behind them
- Elaboration comparing different versions of translations from online translators or reference materials and selecting correct meanings, considering the need to go beyond literal meaning
- Elaboration demonstrating and explaining elements of non-verbal communication in [Language] that require interpretation, such as gestures, hand talk, facial expressions, eye contact, and lip pointing
- Elaboration developing bilingual wordlists to accompany stories and songs in [Language] and English
- Elaboration comparing published bilingual texts, such as children’s stories or film segments with subtitles, commenting on differences between how each language represents meaning, for example, discussing how cultural references are conveyed differently in each language
- Elaboration creating shared bilingual digital texts such as songs, dialogues, word banks or glossaries, and expressions used in everyday interactions in [Language] and English, and creating a bilingual display, for example, a video clip or photographic display showcasing events and experiences, such as learning on a Country/Place excursion where appropriate
- Elaboration performing a role-play or skit for an audience, using [Language] for the performance and English for the translation, captions and/or for supporting explanations and commentary
- Elaboration understanding and applying culturally-appropriate and ethical behaviour when interpreting and translating
They select and use vocabulary, sentence structures and expressions to create texts.
Content descriptorAC9L2F8C05 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 (13)
- Elaboration creating a journal record of activities such as excursions, performances or sporting events to share with teacher and peers
- Elaboration writing the biography of a significant Elder and/or community member to share with teacher, family and peers
- Elaboration creating a family tree to explore kinship and naming systems, relationships and responsibilities, etc.
- Elaboration describing a typical day during the school week or on the weekend
- Elaboration creating a rap or skit to entertain others, including digital or performative elements
- Elaboration creating an interactive presentation for younger children that highlights the benefits of reclaiming and revitalising the language of and connection with the Country/Place, and of learning [Language] as an additional or second language
- Elaboration reviewing a film, computer game, novel or performance and writing a review using key words, phrases and expressions
- Elaboration taking on the role of a character from a First Nations story and responding to questions in-role of that character
- Elaboration telling the story of a real or imagined journey, involving a variety of characters connected with County/Place or events, and choosing a preferred mode of storytelling, such as miming, performing, dancing, animating, or recounting the story
- Elaboration creating their own visual and performative artwork and, after consultation with and permission from Elders and/or community members, using symbols and techniques appropriate to Country/Place to convey a message or emotion, for example, a dance using movement to convey the meaning/message/theme of the story
- Elaboration creating animations, songs, short plays, sporting chants/jingles or stories to present in class or to share with the local community or with a wider, virtual audience
- Elaboration creating and editing a multimodal presentation in [Language] to explain aspects of the local Country/Place, for example, the importance of geographical features, spiritual significance, uniqueness of flora and fauna
- Elaboration researching and sharing information about other Indigenous Peoples in Asia, for example, the Ainu people of Northern Japan
Students apply the conventions of spoken [Language] to enhance fluency.
Content descriptorAC9L2F8U01 Understanding language and culture
apply knowledge of conventions of spoken [Language] to enhance fluency, and respond to and create texts, in familiar and some unfamiliar contexts
Elaborations (7)
- Elaboration reading aloud for meaning using appropriate intonation, stress and tone to demonstrate comprehension of sound-symbol relationships
- Elaboration adjusting and applying intonation for statements, questions, exclamations and instructions
- Elaboration applying pronunciation of unique [Language]-specific sounds such as consonants, consonant blends and pure vowel sounds and diphthongs
- Elaboration using their knowledge of alphabetic conventions for Aboriginal languages and Torres Strait Islander languages to transcribe spoken texts from [Language]
- Elaboration recognising that not all consonant, vowel and diphthong sounds in Aboriginal languages and Torres Strait Islanders languages can be accurately represented by the Roman alphabet
- 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 investigating sound patterns such as consonant and vowel sequences, for example, allowable word-final sounds, consonant clusters and minimal pairs such as dh as in dhana and d as in dana; ng as in ngaya and n as in naya or equivalent patterns and combinations in [Language]
They demonstrate understanding that spoken, written and multimodal texts use different language conventions, structures and features to convey meaning.
Content descriptorAC9L2F8U02 Understanding language and culture
apply understanding of grammatical structures and features to compose and respond to texts
Elaborations (15)
- Elaboration understanding that the vocabulary and language structures and features of Aboriginal languages and Torres Strait Islander languages are varied, multifaceted and complex, and connected with Country/Place and Peoples
- Elaboration understanding case and case marking on nouns, pronouns and adjectives, and completing an information-gap activity using correct case in context
- Elaboration understanding and explaining verb morphology and how verbs can be derived from nouns, and vice versa, comparing with similar processes in English and/or other known language(s)
- Elaboration identifying the rules of the different categories of verbs, for example, verb-stem morphology such as to sit, sitting, sat or equivalent in [Language] as appropriate, including compound verbs and reduplicated verbs
- Elaboration understanding and applying agreement with transitive and intransitive verbs, using verb-linking devices
- Elaboration understanding that some Aboriginal languages and Torres Strait Islander languages have marker word(s) that function as markers to express to make, to do, to become, to be and to feel; to link transitive and intransitive verbs; and can be used to link Person to Country/Place
- Elaboration applying the complex system of affixes such as prefixes for short bound pronouns placed to show thanks, if appropriate, in singular, dual and plural or to place an object or person in a location; and suffixes for having, in need or want of, similar to, like or equivalent in [Language]
- Elaboration adding suffixes to form tenses such as past, present and future in a table or word chart
- Elaboration using suffixes to show locations, for example, next to …, on, near, by, close by, or equivalent in [Language]
- Elaboration understanding that in certain situations verbless clauses, sentences and expressions are appropriate, for example, in informal exchanges
- Elaboration expressing when, how, where, for example, time – beforehand, afterwards, too late, originally; manner – politely, respectfully, greedily; attitude – in a worried way, in a silly way, and place – there, here, behind, down, or equivalent in [Language]
- Elaboration using expressions of frequency – each day; repetitive actions – persistently, a few times; immediacy – at once and duration – for a while, or equivalent in [Language]
- Elaboration using attitudinal words, particles and interjections, for example, terms expressing endearment, embarrassment, shame or pity
- Elaboration structuring and linking clauses for cohesion and sequencing of action, events, etc.
- Elaboration understanding and applying the rules and functions of reduplication that may emphasise the meaning of a word, change the emphasis or change the meaning of a word, for example, fast if repeated can mean very fast; blue if repeated can mean black; stomach if repeated can mean doctor
They comment on structures and features of [Language] text, using metalanguage.
Content descriptorAC9L2F8U03 Understanding language and culture
reflect on similarities and differences between [Language] and English language structures and features, using metalanguage
Elaborations (11)
- Elaboration comparing [Language] and English language use in similar situations and in texts with similar content, for example, many Aboriginal languages and Torres Strait Islander languages have subject+object+verb structure or no fixed structure where meaning is conveyed by use of marker word, while English has a consistent subject+verb+direct/indirect object structure
- Elaboration developing metalanguage for identifying and explaining different types of sentence structures relating to grammatical functions such as subject, object and predicate, and comparing with English
- Elaboration understanding and observing that texts have different purposes, for example, to entertain, to inform or to persuade different audiences
- Elaboration understanding that differences of language use may reflect cultural perspectives, for example, the setting where the interaction/discussion is occurring, the gestures and hand signs used in an oral text, or following cultural protocols when addressing an Elder
- Elaboration investigating the use of gestures and hand sign language such as hand signals in their community, and in relation to spoken language, and comparing this with English and other languages
- Elaboration comparing non-verbal elements of communication, such as the use of silence or eye contact in different cultural contexts and exchanges
- Elaboration identifying and using aspects of text organisation when developing both oral and written texts to develop or present ideas
- Elaboration discussing grammatical and lexical contrasts between [language] and English and/or other known language(s), for example, the figurative use of language, and vocabulary associated with specialised domains
- Elaboration recognising the format and stylistic conventions of different texts, such as addressing an audience in formal and informal speeches, letters, emails and signing off
- Elaboration analysing how texts in [Language] and English establish register by identifying words and expressions that suggest degrees of formality, audience and context
- Elaboration discussing ways that songs and storytelling function to adjust and evolve language and meaning while retaining the essence of the song or story, in ways similar to the place/role/function of literature in other cultures
They reflect on how language communities pass down, maintain or revive [Language], knowledge and cultural norms following appropriate protocols, and how these are interconnected with identity.
Content descriptorAC9L2F8U04 Understanding language and culture
reflect on how language conveys cultural knowledge, practices and norms
Elaborations (9)
- Elaboration acknowledging that there are cultural norms related to interaction between genders, for example, men’s business and women’s business if appropriate
- Elaboration using culturally-appropriate protocols when engaging with and learning from First Nations Peoples and communities, for example, understanding that permission and consent of the Custodians of language and land must be sought when visiting their Country/Place
- Elaboration researching the concept of kinship, moieties, traditional marriage Lore, matriarchal and patriarchal systems
- Elaboration acknowledging the role and importance of advocacy and government policy in supporting the maintenance and development of language and culture
- Elaboration understanding how aspects of traditional culture and society have been preserved through [Language], and discussing the importance of maintaining and strengthening Aboriginal languages and Torres Strait Islander languages, for their speakers and for all Australians
- Elaboration identifying Keeping Places for language texts, such as in the community or national archives, understanding that each First Nations person inherits language as part of their birthright, along with membership of a particular group and attachment to Country or Place, and that they become Custodians and owners of land, waters, sky and language
- Elaboration understanding the importance of intergenerational collaboration and passing down of knowledge in keeping languages strong and discussing associated challenges
- Elaboration explaining how stories, songs and dances link First Nations Peoples groups and nations
- Elaboration acknowledging that Indigenous Cultural and Intellectual Property (ICIP) rights must be respected and applied when using First Nations traditional resources for their language work
Content descriptorAC9L2F8U05 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 (7)
- Elaboration explaining the role of language in relation to culture and identity, and in passing down knowledge, such as sustainable care of the environment, rules for living, ways of behaving, spiritual and cultural functions, and histories
- 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 [Language] are related to the past, to land, plants, animals and celebrations
- Elaboration analysing concepts related to cultural values in [Language], including naming systems, such as kinship terms and nicknames
- 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 conversation strategies such as indirect language to avoid conflict
- Elaboration reflecting on ways culture is interpreted by others, for example, identifying how stereotypes influence perceptions among different groups and communities
They reflect on their own language(s), culture(s) and identity.
Content descriptorAC9L2F8U05 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 (7)
- Elaboration explaining the role of language in relation to culture and identity, and in passing down knowledge, such as sustainable care of the environment, rules for living, ways of behaving, spiritual and cultural functions, and histories
- 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 [Language] are related to the past, to land, plants, animals and celebrations
- Elaboration analysing concepts related to cultural values in [Language], including naming systems, such as kinship terms and nicknames
- 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 conversation strategies such as indirect language to avoid conflict
- 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 · Second 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 | 24 |
| Communicating meaning in [Language] | Mediating meaning in and between languages | 2 | 25 |
| Communicating meaning in [Language] | Creating text in [Language] | 1 | 13 |
| Understanding language and culture | Understanding systems of language | 3 | 33 |
| Understanding language and culture | Understanding the interrelationship of language, culture and identity | 2 | 16 |
| Total | 10 | 111 | |
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 some unfamiliar contexts related to a range of interests and experiences. 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 (ASLANFALSLLY56) 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.