AC9L1F8C05 Year 7 Languages

AC9L1F8C05 – Year 7 Languages: Creating text in [Language]

Strand

Communicating meaning in [Language]

Substrand

Creating text in [Language]

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.

Content Descriptor

create and present spoken, written and multimodal, informative and imaginative texts for specific purposes, selecting vocabulary, expressions, grammatical structures and features, and conventions appropriate to text type and context

Elaborations

• creating a short documentary, using digital tools to record and present information, for example, producing a documentary that conveys information about their school, community, social or cultural events
• creating an interactive or multimodal presentation for younger children and/or the community that highlights the benefits of maintaining and strengthening their language
• writing a report or creating a commentary of an event such as a football match, school camp, school dance or music festival
• creating a multimodal advertisement using persuasive language to advocate for traditional medicines, bush foods, or a community event
• reporting on their own or others’ experiences of events, using formats such as personal recounts, blogs or digital/oral presentations
• interviewing and writing a biography of a significant individual from their community or region, for example, a community leader, musician, artist or sportsperson
• creating texts such as blog posts or articles for school newsletters, social-media sites, or for local media, on social and environmental issues

Show 5 more elaborations

• creating and sharing spoken, written or multimodal texts that express their sense of identity, for example, identity maps or family trees that describe significant life events such as community and language affiliations, people and travel experiences
• creating an annotated timeline of key milestones in a significant event or achievement, such as the National Apology, the National Day of Healing (National Sorry Day), the Referendum, the Freedom Ride, Native Title, the Uluru Statement from the Heart, and the people who brought about change such as Uncle David Unaipon, Eddie Koiki Mabo, Charles Perkins AO, Rachel Perkins, Adam Goodes, and Doris Pilkington Garimara AM
• writing a review and expressing appreciation of an event celebrating the diversity of First Nations art, dance, artefacts, song, etc.
• creating a story about an imagined hero or heroine who has the qualities and attributes of significant First Nations Peoples that they admire and respect
• composing the lyrics to a ballad, poem or song, praising significant Elders, community members or family members for their role in passing on [Language] and cultural heritage

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANFALFLLY78

Year 7 Languages Achievement Standard

By the end of Year 8, students contribute to and maintain interactions in [Language] language in familiar and unfamiliar contexts related to a range of experiences and perspectives. They use [Language] to negotiate solutions, and adjust language in response to others. They interpret and analyse information, ideas and opinions in texts. They demonstrate understanding of similarities and differences among languages, in both familiar and some unfamiliar cultural contexts, by adjusting responses to suit context, purpose and audience. They select and use vocabulary, sentence structures and expressions, manipulating language to create texts. Students apply the conventions of spoken [Language] to extend fluency. They demonstrate understanding that spoken, written and multimodal texts use different language conventions, structures and features to convey meaning. They explain structures and features of [Language] text, using metalanguage. They reflect on how language Custodians pass down knowledge and cultural norms, and understand the protocols of maintaining and strengthening [Language]. They understand how these are interconnected with their own language(s), culture(s) and identity.