AC9L1F10U02 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.

apply knowledge of grammatical structures and features to predict meaning and compose a range of texts that contains complex structures and ideas

Elaborations

• 1 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
• 2

  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

• 3

  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]

• 4

  using the various forms of negation appropriately for the context, for example, no, not yet, never, no one or equivalent as appropriate in [Language]

• 5 applying and explaining the grammatical rules of transitive and intransitive verbs, including devices such as embedding and serialisation
• 6

  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]

• 7 investigating and explaining how the process of language-building expands existing linguistic and cultural resources in the Australian community
• 8 editing their own and/or peers’ texts for word choice, spelling, grammar and punctuation, and providing constructive feedback using metalanguage
• 9 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]
• 10 experimenting with the use of linguistic structures and features, conventions of punctuation and language devices, to create texts for particular purposes and audiences
• 11 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

Related Achievement Standards