AC9L1F10U05 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 how identity is shaped by language(s), culture(s) and Country/Place, and how these affect ways of communicating

Elaborations

• 1 reflecting on how First Nations Australians from different nations express their group identity, such as through kinship, moieties, totems, practices and symbols, for example, a detailed and personalised Welcome to Country and/or an Acknowledgement of Country, including information regarding clan groups and family connections
• 2 explaining how visual designs and performing arts illustrate connections among Country/Place, Peoples, cultural Lore, histories, kinship systems and identity
• 3 reflecting on the importance of cultural Lore and mores associated with cultural practices and traditions, for example, birth, naming, funerals, ceremonies and repatriation artefacts, and remains of Ancestors
• 4 listening to and receiving guidance from Elders and/or community members on the roles and responsibilities of ceremony and place, and how these are connected through stories and cosmology, and demonstrated in community behaviour
• 5 evaluating local, community and regional cultural events that celebrate Aboriginal languages and Torres Strait Islander languages, heritage, County/Place, Peoples, and reflecting on how their biography, including family origins, traditions, beliefs, practices, interests and experiences, shape their sense of identity and ways of communicating
• 6 analysing the benefits that arise for First Nations Peoples from being on Country/Place and discussing how the connection with lands, waters, sky and all living things, cultures and languages contribute to the health and wellbeing of individuals and communities
• 7 explaining how communication through dance, painting, song, weaving and wood carving is connected with Country/Place and Peoples, and are cultural ways for remembering and sharing knowledge
• 8 identifying and comparing how emotions or attitudes, such as respect, confidence or happiness, are expressed in [Language]
• 9 reflecting on how [Language] language use and connection with Country/Place contribute to their sense of identity
• 10 analysing how First Nations groups and nations support the maintenance and continuity of connection with Country/Place and how this is closely related to identity and cultural empowerment
• 11 discussing career opportunities such as interpreters and translators that could be available to mother-tongue speakers of [Language] and acknowledging the responsibility that these roles would entail in ensuring cultural and intellectual property rights and copyright of [Language] language and cultural knowledge are respected
• 12 researching how other countries have maintained indigenous languages and cultures, comparing issues such as advocacy, languages policy and reform
• 13 analysing and evaluating a range of texts which connect knowledge and understanding of [Language], Peoples and Country/Place of the area, for example, a Creation, Dreamtime, Dreaming or traditional story which explains Ancestors, belief systems and how the landscape was created
• 14 reflecting on the way cultures are interpreted and the multiple views on and explanations for cultural identity, for example, analysing how stereotypes influence perceptions among different groups and communities or evaluating mainstream media portrayals of First Nations Peoples

Related Achievement Standards