AC9L1F10U03 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.

reflect on and evaluate [Language] texts, using metalanguage to analyse language structures and features

Elaborations

• 1 understanding the role of song as a means of assisting the maintenance and continuity of language, culture, customs, First Nations histories, beliefs, Lore, cultural morals and values
• 2 explaining the structure and complexity of [Language] used in songs and applying this knowledge when creating and performing their own songs or existing traditional songs of Country/Place and Peoples with guidance from Elders as appropriate, acknowledging the Custodians of the songs
• 3 comparing and analysing the structure of songs in [Language] with the structure of songs in English, such as the repetition of song lines, words and expressions compared with stanzas and choruses, and explaining the effect of the structure on meaning
• 4 analysing and discussing the use of non-verbal and spoken language, gestures, hand signs, silences and body language to add nuances and layers of meaning when communicating in [Language]
• 5 explaining how elements of communication, such as gestures, facial expressions, choice of language and use of silence vary according to context, situation and kin relationships, for example, eye contact, pointing with lips
• 6 understanding and discussing the cultural appropriateness that guides language use in particular circumstances, such as protocols as part of Sorry Business, or the passing of an Elder or community member
• 7 understanding and applying the main topical areas of [Language] vocabulary, such as groupings of natural species, cardinal directions, and kinship systems, and contrasting these with English
• 8 applying correct registers of language to suit context, purpose and audience, for example, language of ceremony, kinship terms of address, and appropriate ways of communicating with Elders and/or community members
• 9 explaining how different generations use [Language] to communicate, for example, how young people might communicate using different modes of spoken or written language with a peer as opposed to an Elder or community member
• 10 discussing how language evolves and changes to reflect changing lifestyles, cultural trends and emerging needs, for example, the language of young people, new technologies, and language associated with music and media, and using this knowledge to create new language resources
• 11

  explaining the influence of English on [Language], such as use of singular, dual and plural forms, using ‘s’ to make plurals, and shortening words by omitting suffixes, and how this affects retention of language and richness of meaning

• 12 researching the variations in Aboriginal languages and Torres Strait Islander languages, such as among clan groups, dialects, creoles and Aboriginal English, and explaining that these variations are connected with Country/Place and Peoples

Related Achievement Standards