AC9L1F4U05 Year 3 Languages

AC9L1F4U05 – Year 3 Languages: Understanding the interrelationship of language, culture and identity

Strand

Understanding language and culture

Substrand

Understanding the interrelationship of language, culture and identity

This Content Descriptor from Year 3 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.

Content Descriptor

identify connections among [Language] language, culture, Country/Place and identity

Elaborations

• understanding how a Welcome to Country relates to their own clan, Country/Place and their families, for example, learning through watching tribal Elders and/or community members perform a Welcome to Country
• demonstrating respectful behaviours in the presence of visiting Elders and/or community members, and during visits to important sites
• learning from Elders and/or community members about roles and responsibilities in caring for Country/Place and how this connects with the importance of preserving cultural heritage
• knowing that certain songs, dances, items, tools and places are only for people with cultural connections with them, for example, some sacred places are for men only or women only
• identifying cultural practices and language related to food, for example, using [Language] associated with gardening, or when feasting on the bogong moth, or when celebrating a sand-bar opening by eating freshwater fish and prawns
• identifying and discussing the meanings of personal and family names, and how they relate to identity and reflects ancestral connections with the land, waters and sky, for example, making links between names and Land when a name has originated from Country/Place
• talking about ways a community expresses elements of identity, for example, community activities such as Rangers helping students identify and name local sea grasses and native birds so that students feel connected with Country/Place or running other community events with a focus on sharing information about local practices or culture

Show 1 more elaboration

• identifying and naming traditional Country/Place of parents and grandparents, for example, using a short family tree and modelled [Language] to introduce themselves in this context

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANFALFLLY34

Year 3 Languages Achievement Standard

By the end of Year 4, students use [Language] language to initiate structured interactions to share information related to Country/Place, the learning environment and their personal worlds. They use familiar language to participate in spoken and written activities that involve planning and transacting. They locate and respond to key items of information in texts, using strategies to help interpret and convey meaning in familiar contexts. They use familiar and formulaic language, and basic syntax, to create texts. Students use the sounds, pronunciation and intonation patterns of spoken [Language]. They demonstrate understanding that [Language] has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in [Language] and make comparisons between [Language] and English. They understand that the [Language] language is passed down from generation to generation by its Custodians and is connected with culture and identity. They identify how this is reflected in their own language(s), culture(s) and identity.