AC9L1F8U03 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.

reflect on similarities and differences between [Language] and English language structures and features, using metalanguage

Elaborations

• 1 discussing how songs can demonstrate the structure and complexity of [Language], and how songs are a means of assisting the maintenance and continuity of language
• 2 comparing the structure of songs in [Language] with the structure of songs in English, such as the repetition of song lines, words and expressions compared with stanzas and choruses
• 3 comparing the use of verbal, non-verbal, hand sign and gesture language to convey meaning, such as ways of agreeing or disagreeing, expressing feelings, or providing directions
• 4 explaining how elements of communication, such as gestures, facial expressions, choice of language and use of silence vary according to context, situation and kin relationships, for example, eye contact, and pointing with lips
• 5 understanding the cultural appropriateness that guides language use in particular circumstances, such as protocols as part of Sorry Business, or loss of a community member
• 6 recognising that there are ways of communicating that are associated with particular relationships and situations, for example, ways of behaving during Sorry Business, at community events or meetings, topics only suitable for young people, the use of body language and hand signs, silences or appropriate eye contact
• 7 understanding when to use different registers of language, for example, language of ceremony, kinship terms of address, and register used when communicating with Elders and/or community members
• 8 observing how language evolves and changes to reflect changing lifestyles, cultural trends and emerging needs, for example, language of young people, new technologies, language associated with music and media
• 9 understanding how different generations use [Language] to communicate, for example, how young people might communicate using different modes of spoken or written language with a peer as opposed to an Elder
• 10 understanding connections among Country/Place, Peoples and language, and that these are reflected in dialect differences among clan groups
• 11 understanding that Aboriginal languages and Torres Strait Islander languages have a variety of forms, including creoles and variations of local languages combined with English
• 12 noticing and explaining the influence of English on [Language], such as the use of singular, dual and plural forms, and shortening words by omitting suffixes

Related Achievement Standards