AC9L1F4U04 – Years 3–4 Languages: Understanding the interrelationship of language, culture and identity
Content Descriptor
First language learners · Foundation to Year 10 sequence
This content descriptor sits within Years 3–4 Languages. Use it to identify the learning students need, connect it with the achievement standard and plan suitable evidence of learning.
What this means for planning
AC9L1F4U04 belongs to the First Language Learner Pathway for Aboriginal Languages and Torres Strait Islander Languages. It focuses on recognising the role of custodians and intergenerational transmission. Planning therefore depends on the authority, language practices and priorities of the relevant community.
A practical planning sequence
- Plan through community authority: Work with the relevant language owners, custodians and community educators to identify what may be taught and how it may be shared.
- Use locally approved examples: Explore ways language is passed between generations through practices, people and resources authorised for the program.
- Teach sharing protocols: Make expectations about listening, retelling, recording and attribution explicit within the local cultural context.
Evidence to look for
- A locally appropriate explanation of how custodians pass language and knowledge between generations.
- Respectful use of an approved story, language resource or community learning experience.
- Evidence defined with the community that shows understanding without recording or disclosing restricted knowledge.
See the complete curriculum context
Open the achievement standard and all linked content descriptors together in the Years 3–4 First Language Learner Pathway curriculum map.
A TeaCheese planning example
If TeaCheese is used for AC9L1F4U04, include only community approved context in the planning brief and have the relevant language authorities review generated material before use.
Planning guides: How content descriptions work in the Australian Curriculum · Turn a content description into learning intentions and success criteria
Elaborations
- • Elaboration identifying ways communities are maintaining and strengthening language, for example, learning about ceremonies and traditions from Elders and/or community members or performing with and for Elders who have passed down the knowledge
- • Elaboration using [Language] within families, in school language programs, and in storytelling and recording stories in written form
- • Elaboration developing an understanding of the protocols surrounding the retelling and sharing of stories
- • Elaboration understanding the importance of story and informal yarning in passing on and sustaining language, culture and traditional knowledge
- • Elaboration understanding that for many Aboriginal languages and Torres Strait Islander languages, conventions of written text are in the process of being documented, for example, grammar guides and websites are being developed, and that these resources give power to [Language]
Plan a lesson from this content description.
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