Years 9 to 10
Languages
ASLANFALSLLY910
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 in increasingly unfamiliar contexts related to a wide range of interests and issues. 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 use complex structures to enhance meaning and cohesion.
Students incorporate the 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 that there are appropriate protocols that relate to learning and using [Language]. 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.
Second 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 in increasingly unfamiliar contexts related to a wide range of interests and issues.
Content descriptorAC9L2F10C01 Communicating meaning in [Language]
initiate, sustain and extend exchanges in familiar and unfamiliar contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others
Elaborations (11)
- Elaboration using strategies to initiate and sustain interactions and conversations by seeking opinion and agreement, to excuse and apologise, clarify and make requests
- Elaboration acknowledging elements of others’ contributions in a respectful manner, in discussions about topics where participants have a variety of opinions
- Elaboration expressing and exchanging experiences and aspirations, such as encouraging peers to attend or participate in a creative, cultural or sporting event
- Elaboration apologising for misinterpreting or misunderstanding in interactions, for example, saying, 'I’m sorry' or 'I misunderstood what you meant' or equivalent in [Language]
- Elaboration engaging in face-to-face or online discussions with peers about shared cultural interests, practices and experiences, such as land management, food systems and trade routes
- Elaboration initiating and sustaining conversation by using strategies such as active listening, asking for clarification or confirmation, and expressing agreement/negation, using feeling cards, gestures and known expressions, for example, the equivalent of saying, 'What do you mean?' or 'When did that happen?' In [Language]
- Elaboration reviewing others’ work constructively and responding to feedback, providing and justifying comments on general and specific points
- Elaboration engaging using correct protocols with an Elder and/or community member as appropriate, to facilitate a cultural event for students, staff and school community, such as a class Q and A or workshop in the lead-up to NAIDOC Week
- Elaboration promoting an event and providing reasons or justification for the event, with a focus on cultural practices and values, such as seasonal fishing after the rains if appropriate
- Elaboration exchanging opinions about cultural heritage sites or cultural preservation efforts such as a local Ranger program
- Elaboration sharing points of view on a range of personal interests such as artistic, cultural, environment, media and journalism, literature and writing, science or sport
Content descriptorAC9L2F10C02 Communicating meaning in [Language]
contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences
Elaborations (9)
- Elaboration showcasing local-language learning and language-revival activities
- Elaboration negotiating with class members and members of the teaching team using respectful language when agreeing or disagreeing or negotiating changes, considering cultural perspectives and values
- Elaboration planning and organising a community initiative, taking into account different participants' roles, responsibilities and relationships, for example, designing a yarning circle space or community garden and documenting the process
- Elaboration designing digital, visual or multimodal displays or presentations, for example, designing a poster to promote events in the local community, such as festivals, sporting, music and cultural events
- Elaboration preparing and presenting information in groups about a chosen topic such as a topic related to visual or performing arts, and responding to questions from teacher and peers
- Elaboration giving and following instructions, and using gestures or hand signs as needed, for example, explaining cooking methods or artefact making
- Elaboration researching and consulting on issues relevant to the Country/Place, such as reinstating and creating dual names for school and community places, and events
- Elaboration planning an excursion to a place of cultural significance, including preparation of native food such as damper, kangaroo, mullet, wild apple and quandong
- Elaboration asking for advice on issues and suggesting possible solutions to others’ problems, for example, deciding on a place for an excursion, who to invite to an event, organising a surprise celebration, or deciding on an appropriate gift
They interpret and respond to texts by evaluating and synthesising information, ideas and perspectives.
Content descriptorAC9L2F10C03 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 (12)
- Elaboration discussing and explaining First Nations Peoples’ spiritual and cultural connections with Country/Place, land, waters, sky and all living things, and how this is expressed through the arts
- Elaboration analysing the role and representation of people, animals and landscapes in different types of texts about First Nations Peoples and Country/Place
- Elaboration collating information from interviews in [Language] and/or English about a significant person, and develop a personal profile, biography, poster or story board for the class
- Elaboration interviewing Elders and/or community members using appropriate protocols, listening to local history stories and collating information about significant events, for example, European colonisation, land rights and stolen generations
- Elaboration responding to an email or correspondence written in [Language] from peers or family members, addressing all information and questions raised
- Elaboration researching a topic and presenting the information in [Language] in diagrammatic, graphic or symbolic form
- Elaboration presenting findings related to the investigation of a social or cultural issue, and summarising opinions and attitudes collected from surveys, interviews or media sources
- Elaboration interpreting and responding to texts such as songs, stories, films or video clips, if appropriate, identifying and explaining main ideas and themes, and sharing personal views and reactions with others
- Elaboration viewing animations and responding to contexts by developing word lists, categorising cultural elements, interpreting and translating meaning
- Elaboration discussing how key messages and beliefs are communicated through stories and visual and creative arts such as Creation, Dreamtime, Dreaming and traditional stories
- Elaboration listening to, viewing and sharing personal responses to music in [Language], identifying key messages, themes and performance styles
- Elaboration comparing details from a range of dances or stories related to special occasions and ceremonies, identifying culture-specific terms and/or representations and/or dialectic differences
Content descriptorAC9L2F10C04 Communicating meaning in [Language]
interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts
Elaborations (8)
- Elaboration using flashcards or wordlists to acquire vocabulary and keywords to categorise parts of speech such as nouns and verbs, and interpret levels of meaning of phrases and expressions
- Elaboration using dictionaries or online translation tools to find the meaning of words or expressions and applying familiar [Language] structures to suit context
- Elaboration identifying language structures and features in [Language] to identify words that are not easily translated and/or may cause misunderstandings, and writing simple explanations to convey meaning
- Elaboration comparing their own translations of texts such as narratives, song lyrics, dialogues and posters with translations created by peers and online translators, and discussing any variations
- Elaboration providing translations for familiar stories or songs, in [Language] or English, to explain to or perform for younger students
- Elaboration explaining concepts and practices in [Language] that do not easily translate into English, for example, daily and seasonal cycles and kinship terms, and discussing cultural variations
- Elaboration analysing animations or films with captions or subtitles in [Language], commenting on differences in how each language represents meaning, for example, reflecting on the impact of cultural references on meaning
- Elaboration applying cultural sensitivity when interpreting and translating [Language], for example, considering multiple definitions of words and phrases, and considering cultural norms and values of Country/Place
They show understanding of how features of language can be used to influence audience response.
Content descriptorAC9L2F10C03 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 (12)
- Elaboration discussing and explaining First Nations Peoples’ spiritual and cultural connections with Country/Place, land, waters, sky and all living things, and how this is expressed through the arts
- Elaboration analysing the role and representation of people, animals and landscapes in different types of texts about First Nations Peoples and Country/Place
- Elaboration collating information from interviews in [Language] and/or English about a significant person, and develop a personal profile, biography, poster or story board for the class
- Elaboration interviewing Elders and/or community members using appropriate protocols, listening to local history stories and collating information about significant events, for example, European colonisation, land rights and stolen generations
- Elaboration responding to an email or correspondence written in [Language] from peers or family members, addressing all information and questions raised
- Elaboration researching a topic and presenting the information in [Language] in diagrammatic, graphic or symbolic form
- Elaboration presenting findings related to the investigation of a social or cultural issue, and summarising opinions and attitudes collected from surveys, interviews or media sources
- Elaboration interpreting and responding to texts such as songs, stories, films or video clips, if appropriate, identifying and explaining main ideas and themes, and sharing personal views and reactions with others
- Elaboration viewing animations and responding to contexts by developing word lists, categorising cultural elements, interpreting and translating meaning
- Elaboration discussing how key messages and beliefs are communicated through stories and visual and creative arts such as Creation, Dreamtime, Dreaming and traditional stories
- Elaboration listening to, viewing and sharing personal responses to music in [Language], identifying key messages, themes and performance styles
- Elaboration comparing details from a range of dances or stories related to special occasions and ceremonies, identifying culture-specific terms and/or representations and/or dialectic differences
Content descriptorAC9L2F10C04 Communicating meaning in [Language]
interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts
Elaborations (8)
- Elaboration using flashcards or wordlists to acquire vocabulary and keywords to categorise parts of speech such as nouns and verbs, and interpret levels of meaning of phrases and expressions
- Elaboration using dictionaries or online translation tools to find the meaning of words or expressions and applying familiar [Language] structures to suit context
- Elaboration identifying language structures and features in [Language] to identify words that are not easily translated and/or may cause misunderstandings, and writing simple explanations to convey meaning
- Elaboration comparing their own translations of texts such as narratives, song lyrics, dialogues and posters with translations created by peers and online translators, and discussing any variations
- Elaboration providing translations for familiar stories or songs, in [Language] or English, to explain to or perform for younger students
- Elaboration explaining concepts and practices in [Language] that do not easily translate into English, for example, daily and seasonal cycles and kinship terms, and discussing cultural variations
- Elaboration analysing animations or films with captions or subtitles in [Language], commenting on differences in how each language represents meaning, for example, reflecting on the impact of cultural references on meaning
- Elaboration applying cultural sensitivity when interpreting and translating [Language], for example, considering multiple definitions of words and phrases, and considering cultural norms and values of Country/Place
They create texts, selecting and manipulating language for a range of contexts, purposes and audiences.
Content descriptorAC9L2F10C05 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 (14)
- Elaboration creating a multimodal presentation to share with others, after consultation with and permission given by Elders and/or community members, for example, a video clip of a traditional dance performance or a photographic record of a cultural festival
- Elaboration preparing culturally-appropriate questions to ask in an interview with Elders and/or community members, for a documentary about local customs, histories and cultural heritage
- Elaboration writing an email, letter or creating an oral text to introduce themselves in [Language] to teacher, peers, family and/or known community members, providing personal information, likes and interests, etc.
- Elaboration creating a class podcast about forms of cultural expression to explain and clarify, for example, the Uluru Statement from the Heart and language-revival processes
- Elaboration presenting to peers or the school community information about foods and their relationship with seasons, medicinal plants and their qualities, and connections with Country/Place
- Elaboration creating texts such as a profile, photo montage or avatar, choosing aspects to share about themselves
- Elaboration designing an informative multimodal text about introducing an aspect of their immediate environment or personal worlds, for example, creating a tour of their school, or a guide to their favourite place in their Country/Place
- Elaboration creating a short documentary about procedures/methods for creating traditional artefacts such as carving, weaving or extracting and preparing traditional medicines
- Elaboration using key words or expressions to compose a description of characters, significant people, events or Country/Place, in different types of informative or imaginative texts
- Elaboration creating interactive presentations or resources that highlight the benefits of reclaiming and revitalising or maintaining and strengthening language or culture, for example, showcasing traditional storytelling, songs or dances, with permission from Elders and/or community members
- Elaboration composing and performing songs, jingles or advertisements, for example, composing a song that celebrates cultural heritage, creating an advertisement promoting traditional handicrafts or creating a jingle about emu oil
- Elaboration using multimodal presentations to showcase First Nations traditional resources and businesses, commenting on Indigenous Cultural and Intellectual Property (ICIP) rights, and with permission given by Elders and/or community members
- Elaboration obtaining permission from Elders and/or local community to create artwork that reflects traditional motifs, or to perform a traditional dance that tells a cultural story, respecting cultural norms and sensitivity appropriate to Country/Place
- Elaboration creating bilingual texts, using subtitles and captions, to inform the school community about aspects of [Language] culture, for example, a multimodal presentation that incorporates photos, maps, timelines, stories and songs to showcase cultural events and experiences
They use complex structures to enhance meaning and cohesion.
Content descriptorAC9L2F10C05 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 (14)
- Elaboration creating a multimodal presentation to share with others, after consultation with and permission given by Elders and/or community members, for example, a video clip of a traditional dance performance or a photographic record of a cultural festival
- Elaboration preparing culturally-appropriate questions to ask in an interview with Elders and/or community members, for a documentary about local customs, histories and cultural heritage
- Elaboration writing an email, letter or creating an oral text to introduce themselves in [Language] to teacher, peers, family and/or known community members, providing personal information, likes and interests, etc.
- Elaboration creating a class podcast about forms of cultural expression to explain and clarify, for example, the Uluru Statement from the Heart and language-revival processes
- Elaboration presenting to peers or the school community information about foods and their relationship with seasons, medicinal plants and their qualities, and connections with Country/Place
- Elaboration creating texts such as a profile, photo montage or avatar, choosing aspects to share about themselves
- Elaboration designing an informative multimodal text about introducing an aspect of their immediate environment or personal worlds, for example, creating a tour of their school, or a guide to their favourite place in their Country/Place
- Elaboration creating a short documentary about procedures/methods for creating traditional artefacts such as carving, weaving or extracting and preparing traditional medicines
- Elaboration using key words or expressions to compose a description of characters, significant people, events or Country/Place, in different types of informative or imaginative texts
- Elaboration creating interactive presentations or resources that highlight the benefits of reclaiming and revitalising or maintaining and strengthening language or culture, for example, showcasing traditional storytelling, songs or dances, with permission from Elders and/or community members
- Elaboration composing and performing songs, jingles or advertisements, for example, composing a song that celebrates cultural heritage, creating an advertisement promoting traditional handicrafts or creating a jingle about emu oil
- Elaboration using multimodal presentations to showcase First Nations traditional resources and businesses, commenting on Indigenous Cultural and Intellectual Property (ICIP) rights, and with permission given by Elders and/or community members
- Elaboration obtaining permission from Elders and/or local community to create artwork that reflects traditional motifs, or to perform a traditional dance that tells a cultural story, respecting cultural norms and sensitivity appropriate to Country/Place
- Elaboration creating bilingual texts, using subtitles and captions, to inform the school community about aspects of [Language] culture, for example, a multimodal presentation that incorporates photos, maps, timelines, stories and songs to showcase cultural events and experiences
Students incorporate the features and conventions of spoken [Language] to extend fluency.
Content descriptorAC9L2F10U01 Understanding language and culture
apply features and conventions of spoken [Language] to extend fluency in responding to and creating texts in familiar and unfamiliar contexts
Elaborations (7)
- Elaboration applying authentic pitch, rhythm, stress, pronunciation and intonation modelled on [Language] speech in spoken texts, for example, in Ngarrindjeri the first syllable of a word is stressed
- Elaboration recognising and reproducing the rhythm of extended sentences, such as the correct pausing for clauses in a complex sentence for effect
- Elaboration practising complex sounds for fluency using tongue twisters
- Elaboration listening to and/or viewing excerpts of authentic texts in familiar and some unfamiliar contexts, and identifying pronunciation patterns, for example, pronunciation of phonemes g or gg in Gangulu mungu munggu; rolling of r or rr in Ngarrindjeri and meaning; sound of dh and tj
- 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 using their knowledge of alphabetic conventions for Aboriginal languages and Torres Strait Islander languages to transcribe spoken texts from a range of languages, for example, those related to the [Language] or those from neighbouring regions
- Elaboration understand and apply the conventions or rules for consonants, vowels (short, long blend) and diphthongs
They demonstrate understanding of the conventions of spoken and written texts and the connections between them.
Content descriptorAC9L2F10U01 Understanding language and culture
apply features and conventions of spoken [Language] to extend fluency in responding to and creating texts in familiar and unfamiliar contexts
Elaborations (7)
- Elaboration applying authentic pitch, rhythm, stress, pronunciation and intonation modelled on [Language] speech in spoken texts, for example, in Ngarrindjeri the first syllable of a word is stressed
- Elaboration recognising and reproducing the rhythm of extended sentences, such as the correct pausing for clauses in a complex sentence for effect
- Elaboration practising complex sounds for fluency using tongue twisters
- Elaboration listening to and/or viewing excerpts of authentic texts in familiar and some unfamiliar contexts, and identifying pronunciation patterns, for example, pronunciation of phonemes g or gg in Gangulu mungu munggu; rolling of r or rr in Ngarrindjeri and meaning; sound of dh and tj
- 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 using their knowledge of alphabetic conventions for Aboriginal languages and Torres Strait Islander languages to transcribe spoken texts from a range of languages, for example, those related to the [Language] or those from neighbouring regions
- Elaboration understand and apply the conventions or rules for consonants, vowels (short, long blend) and diphthongs
Content descriptorAC9L2F10U02 Understanding language and culture
apply knowledge of grammatical structures and features to predict meaning and compose texts that contain some complex structures and ideas
Elaborations (13)
- Elaboration using correct word order such as verb+tense indicator+pronoun in an information-gap activity
- Elaboration understanding and using free word order or structure to make meaning, for example, subject+object+verb or object+verb+subject, using the appropriate case marker for the object/receiver of the action
- Elaboration using placemats as a reference to vocabulary, phrases, expressions, and linguistic features such as nouns, verbs, suffixes
- Elaboration explaining how verbs can be changed into nouns by using appropriate suffixes
- Elaboration adding suffixes to verb stems to identify the action and to determine the tense and number, for example, past, present and future, and singular, dual and plural
- Elaboration understanding the role of suffixes in case and case marking for nouns, pronouns and adjectives, for example, I came from Mount Morgan, The dog goes to the old tree, The boy is standing next to the tree, The vicious dog bit the little girl, or equivalent in [Language]
- Elaboration taking existing words and creating new words using suffixes
- Elaboration forming nouns, pronouns and bound pronouns and adjectives
- Elaboration understanding and applying the rules of the different verb categories, for example, verb-stem morphology, including compound verbs, reduplicated verbs, habitual and characteristic verbs, and transitive and intransitive verbs
- Elaboration understanding that verbs have different functions such as causative, inchoative, reflexive-reciprocal
- Elaboration using adverbs or modifiers of time, manner, feelings, number and description
- Elaboration joining clauses with conjunctions and linking devices
- Elaboration researching how the process of language building, under the custodianship of Elders and/or community members, expands existing linguistic and cultural resources in the community
They apply knowledge of language structures and features to make and predict meaning.
Content descriptorAC9L2F10U02 Understanding language and culture
apply knowledge of grammatical structures and features to predict meaning and compose texts that contain some complex structures and ideas
Elaborations (13)
- Elaboration using correct word order such as verb+tense indicator+pronoun in an information-gap activity
- Elaboration understanding and using free word order or structure to make meaning, for example, subject+object+verb or object+verb+subject, using the appropriate case marker for the object/receiver of the action
- Elaboration using placemats as a reference to vocabulary, phrases, expressions, and linguistic features such as nouns, verbs, suffixes
- Elaboration explaining how verbs can be changed into nouns by using appropriate suffixes
- Elaboration adding suffixes to verb stems to identify the action and to determine the tense and number, for example, past, present and future, and singular, dual and plural
- Elaboration understanding the role of suffixes in case and case marking for nouns, pronouns and adjectives, for example, I came from Mount Morgan, The dog goes to the old tree, The boy is standing next to the tree, The vicious dog bit the little girl, or equivalent in [Language]
- Elaboration taking existing words and creating new words using suffixes
- Elaboration forming nouns, pronouns and bound pronouns and adjectives
- Elaboration understanding and applying the rules of the different verb categories, for example, verb-stem morphology, including compound verbs, reduplicated verbs, habitual and characteristic verbs, and transitive and intransitive verbs
- Elaboration understanding that verbs have different functions such as causative, inchoative, reflexive-reciprocal
- Elaboration using adverbs or modifiers of time, manner, feelings, number and description
- Elaboration joining clauses with conjunctions and linking devices
- Elaboration researching how the process of language building, under the custodianship of Elders and/or community members, expands existing linguistic and cultural resources in the community
They support analysis of [Language] texts, using metalanguage.
Content descriptorAC9L2F10U03 Understanding language and culture
reflect on and evaluate [Language] texts, using metalanguage to analyse language structures and features
Elaborations (10)
- Elaboration analysing a range of texts, for example, in respect to declaring identity, acknowledging traditional belief systems, acknowledging Ancestors, passing on knowledge and information, mapping resources on Country/Place, and managing natural phenomena such as weather
- Elaboration using metalanguage for identifying and evaluating different types of sentence structures, idiomatic expressions and imagery, and reflecting how these are used to convey cultural meaning
- Elaboration analysing how texts are constructed, including cohesive devices such as conjunctions, and coherence devices such as time markers
- Elaboration applying principles of text organisation when developing both oral and written texts to develop or present ideas, noticing differences in characteristic features of oral and written discourse, and comparing with English and/or other known language(s)
- Elaboration linking and sequencing ideas to form a cohesive text, using appropriate grammatical forms and language features, for example, compound and complex sentences
- Elaboration explaining the effect of non-verbal elements of communication such as the use of silence or eye contact in different cultural contexts and exchanges
- Elaboration reflecting on ways in which written language is different from spoken language
- Elaboration comparing and explaining the relative consistency of Aboriginal languages and Torres Strait Islander languages and English in spelling words, and recognising that English does not capture all Aboriginal languages and Torres Strait Islander languages phonemes, sound systems and linguistic structures
- Elaboration understanding that languages borrow from each other and acknowledging the origin of loan words from Aboriginal languages and Torres Strait Islander languages in English
- Elaboration discussing how 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 understand that there are appropriate protocols that relate to learning and using [Language].
Content descriptorAC9L2F10U04 Understanding language and culture
understand and apply protocols associated with language learning and language using in cultural contexts
Elaborations (14)
- Elaboration using existing structures such as suffixes to language build and create new words or phrases and to make new meaning
- Elaboration understanding that the processes involved in building vocabulary, phrases and linguistic structures in [Language] and other Aboriginal languages and Torres Strait Islander languages are under the Custodianship of Elders and/or community members
- Elaboration understanding what resources and processes are available to build language, for example, linguistic resources and analogies from neighbouring languages, speakers and archival material
- Elaboration investigating the current status of Aboriginal languages and Torres Strait Islander languages, and understanding why some languages are endangered or critically endangered, some need to be reclaimed/revived and others are strong and vibrant
- Elaboration investigating language reclamation and revival efforts in their own community and neighbouring regions, for example, who and what is involved, successes, challenges and protocols, and what these efforts mean to Elders and/or community members
- Elaboration understanding the importance of intergenerational collaboration in reclaiming and reviving languages, and discussing some of the associated challenges and successes
- Elaboration analysing, in collaboration with Custodians of [Language], the authenticity of historical sources used in language building and discuss their strengths and limitations
- Elaboration researching the impact of historical events, government policies and legislation on Aboriginal languages and Torres Strait Islander languages
- Elaboration investigating/researching the protocols for receiving, transferring and publishing linguistic resources
- Elaboration using culturally-appropriate protocols when engaging with and learning from Aboriginal Peoples and communities and Torres Strait Islander Peoples and communities, for example, acknowledging the cultural and intellectual property rights and copyright of the sources of their language work and cultural knowledge, such as song holders, story keepers, language informers, medicinal knowledge, composers and choreographers
- Elaboration investigating programs and initiatives that reclaim and revitalise language use, such as school languages programs, bilingual education, research programs, recording and archiving of material, websites, databases and documentaries
- Elaboration analysing historical documents and classifying content according to categories such as date, text genre (wordlist, letter), topic (Indigenous knowledge, environment, traditions, fishing/navigation, rules), purpose of the text and intention of the writer (to inform, prescribe, describe, assert authority); and presenting findings in chart or table form or by giving a presentation
- Elaboration identifying potential avenues/domains for expansion of [Language] and gaps to be filled, with the support of Elders and/or community members and educators
- Elaboration researching how the process of language building expands existing linguistic and cultural resources in the Australian 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.
Content descriptorAC9L2F10U05 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 (7)
- Elaboration applying culturally-appropriate protocols when inviting Elders and/or community members to share knowledge relating to language, culture, identity and Country/Place
- Elaboration analysing and discussing attitudes or emotions such as respect, embarrassment, shame, avoidance, reciprocity, obligation or responsibility and how these are culturally expressed or concealed across First Nations Peoples
- Elaboration explaining the role of Aboriginal languages and Torres Strait Islander languages and cultures in passing on knowledge, such as sustainable care of the environment, rules for living, ways of behaving, spiritual and cultural functions and histories
- Elaboration reflecting on First Nations ways of classifying the natural and cultural world, and how this is connected with Peoples, cultural knowledge, Country/Place and identity, and comparing these with other systems of classification
- Elaboration discussing that there are multiple views on and explanations for current and past events and issues concerning First Nations Peoples, and discussing ways to promote awareness, and advocating for positive action, outcomes and change for the future
- Elaboration investigating how practices have changed over time, such as trading practices, transitions from traditional life to settlements, and changes in land and sea management practices, and considering how these changes affect language, culture, people and identity
- Elaboration researching the role and importance of advocacy in supporting the reclamation and revitalisation of the languages, cultures, knowledge and traditional practices of the First Nations of Australia – the oldest living continuous culture in the world – for the benefit of all Australians
This achievement standard describes the expected learning for Years 9 to 10 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 | 20 |
| Communicating meaning in [Language] | Mediating meaning in and between languages | 2 | 20 |
| Communicating meaning in [Language] | Creating text in [Language] | 1 | 14 |
| Understanding language and culture | Understanding systems of language | 3 | 30 |
| Understanding language and culture | Understanding the interrelationship of language, culture and identity | 2 | 21 |
| Total | 10 | 105 | |
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 in increasingly unfamiliar contexts related to a wide range of interests and issues. 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 (ASLANFALSLLY78) 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.