AC9L1F10C02 Year 9 Languages

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences

Elaborations

• 1 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
• 2 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
• 3 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
• 4 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
• 5 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
• 6 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
• 7 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
• 8 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
• 9 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
• 10 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
• 11 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
• 12 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

Related Achievement Standards