AC9L1F4U05 Years 3 to 4 Languages

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

Elaborations

• • Elaboration 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
• • Elaboration demonstrating respectful behaviours in the presence of visiting Elders and/or community members, and during visits to important sites
• • Elaboration 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
• • Elaboration 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
• • Elaboration 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
• • Elaboration identifying and discussing the meanings of personal and family names, and how they relate to identity and reflect ancestral connections with the land, waters and sky, for example, making links between names and Land when a name has originated from Country/Place
• • Elaboration 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

• • 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