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Descriptors›Languages›Year 5›Understanding language and culture›Understanding the interrelationship of language, culture and identity›AC9L1F6U04
AC9L1F6U04: Year 5 Languages Content Descriptor – Understanding the interrelationship of language, culture and identity
AC9L1F6U04 Year 5 Languages

AC9L1F6U04 – Year 5 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 5 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

understand how Aboriginal languages and Torres Strait Islander languages are maintained and strengthened

Elaborations

  • • identifying some of the complexities, challenges and barriers involved in keeping oral traditions strong
  • • recognising the importance of cultural ownership and traditional kinship systems in songs, stories, dances, tools and designs, and how specific cultural groups hold custodial rights and responsibilities over these expressions
  • • understanding that songs, stories, dances and designs are connected through and belong to kinship and other social groupings, place, histories and stories
  • • recognising and using principles and protocols of cultural safety when engaging with cultural material or property, for example, seeking permission and explaining the purpose of a visit to someone else’s property or Community by writing an entry-request letter
  • • understanding ways that language and culture have been maintained and strengthened in their community, for example, by using [Language] in writing, recording, archiving material, media services, ceremonies, celebrations, songs and music, and visual designs
  • • understanding that some Aboriginal languages and Torres Strait Islander languages are being revitalised, reclaimed or renewed
  • • engaging and asking questions of local community members about the histories and experiences of their language(s), for example, asking in [Language] which aspects of language they learnt through songs and stories
Show 1 more elaboration
  • • researching how local language has developed and identifying historical connections with other local languages

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANFALFLLY56
Year 5 Languages Achievement Standard
By the end of Year 6, students initiate and use strategies to maintain interactions in [Language] language that are related to their experiences and views. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts. They demonstrate understanding by responding in [Language] or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a range of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type. Students apply rules of pronunciation and intonation in spoken [Language] to enhance fluency. They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in [Language]. They compare language structures and features in [Language] and English, using some metalanguage. They reflect on the importance of maintaining and strengthening [Language] and the protocols associated with language reclamation and revitalisation. They show understanding of how language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.