AC9L1F6U05 Year 5 Languages

AC9L1F6U05 – 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

recognise that identity is shaped by language(s), culture(s) and Country/Place, and that this impacts on communication

Elaborations

• identifying examples of language that carry cultural elements, for example, placenames and greetings
• using appropriate language and behaviours for different relationships, considering cultural contexts, for example, understanding protocols of respect when interacting with Elders or in-laws
• learning from Elders and/or community members about roles and responsibilities in caring for Country/Place, such as understanding land-management practices, for example, fire-management practices
• understanding that there are open and closed versions of stories and ceremonies, and discussing why
• recognising cultural practices and associated language, for example, using an open fireplace as an oven in traditional cooking, knowing the names of vegetables and fish, and reflecting on how ways of cooking are linked to their own Country/Place and People, and their own identity
• identifying markers of identity across cultures, including family, community, location, language, age and gender, and considering how these markers may vary in different cultural contexts
• recognising the role of identity in contributing to individual, group and community wellbeing, such as how cultural pride and connection with culture, Country/Place and Peoples can positively impact mental health and social cohesion

Show 3 more elaborations

• identifying and naming traditional Country/Place of parents and grandparents, for example, discussing the boundaries of their parents’ and grandparents’ clans and using a family tree to introduce themselves in this context in [Language]
• investigating and explaining appropriate behaviours for different relationships such as friends and/or boyfriends/girlfriends
• identifying Indigenous Peoples in the Australasian region and creating a wall display of photos depicting aspects of language, culture and material culture

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.