AC9L1F10C03 Years 9 to 10 Languages

Content descriptor 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

• • 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

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• • 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