AC9L1F8C03 Year 7 Languages

This Content Descriptor from Year 7 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.

interpret and analyse information, ideas and opinions in a range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience

Elaborations

• 1 consulting with Elders and/or community members to research social, economic and community issues from the past and the present, suggesting possible solutions, and presenting findings in a written report or giving an oral or multimodal presentation in [Language]
• 2 investigating how practices have changed, evolved and adapted over time, for example, practices associated with natural features, trading, land, sea, fire and waste management, fishing and hunting, farming methods, trading of ochre and artefacts
• 3 researching seasonal calendars from diverse First Nations Peoples, for example, identifying the times for burning, waterhole maintenance, sea grass watch, and turtle tagging, and comparing these practices with western practices
• 4 documenting different animal and plant species, and developing a photographic record or portfolio with commentary or annotations to explain different parts and features, and connection with Country/Place and Peoples
• 5 consulting with Elders to assist in classifying living things according to Indigenous taxonomy systems
• 6 investigating how traditional methods of farming and gathering natural resources can be used to strengthen linguistic, cultural, economic and business opportunities, and sharing findings in their preferred presentation mode
• 7 using cultural protocols to interview an Elder or community member to gain a historical perspective about the use of [Language], and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries
• 8 reading or viewing local media reports to gather information about current or proposed community initiatives and projects, evaluating the pros and cons and likely impacts on the community and environment
• 9 gathering and presenting information about the nature of community roles and responsibilities, for example, who has the right to get food from different places, practices relating to food gathering, distribution of food from a hunting trip, the awarding and use of different cuts of meat, and special ways of cooking, cutting and sharing traditional food
• 10 researching and reporting on traditional ways of caring for Country/Place and community health, in consultation with and under the supervision of Elders and/or community members, for example, finding and preparing bush medicines
• 11 listening and responding to stories from Elders explaining how the actions of Ancestral Beings created the landscape and natural resources of their Country/Place
• 12 describing aspects of artistic expression, for example, traditional and contemporary paintings, design, the different roles of social groups in relation to traditional song and dance, the use of favoured materials and processes in the making of artefacts or the construction of headdresses
• 13 moving between languages by reading aloud or retelling stories in [Language] and explaining meaning in [Language] or English

Related Achievement Standards