AC9L1F8U04
Year 7
Languages
AC9L1F8U04 – Year 7 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 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
reflect on how language conveys cultural knowledge, practices and norms
Elaborations
- • understanding how communication through dance, painting, song, weaving and wood carving are connected with Country/Place and Peoples, and are cultural ways for remembering and sharing knowledge
- • discussing how shared stories and songs link neighbouring First Nations Peoples, and support the maintenance and continuity of identity and connection with Country/Place and Peoples
- • understanding how the phases of life from childhood to adulthood have kinship practices, rights and obligations to Country/Place, for example, as they develop, children change the way they refer to people and they build cultural knowledge to care for Country/Place
- • understanding that knowledge is shared when community deems it appropriate, for example, stories are shared when a person is ready to receive that knowledge responsibly
- • discussing how structure, roles and relationships are determined by kinship protocols such as those associated with marriage, caring for others, and cultural obligations
- • consulting with Elders on how ownership and management of Country/Place, land, waters, sky and all living things and associated stories determine rights and responsibilities
- • explaining how visual designs and performing arts illustrate connections among rules, Lore and kin systems
Show 7 more elaborations
- • understanding cultural Lore for behaviour associated with cultural practices and traditions, for example, birth, naming, funerals, ceremonies and repatriation
- • listening to and receiving guidance from Elders and/or community members on the roles and responsibilities of ceremony, place and Lore, and understanding that these are connected through kinship, story and cosmology, and how they are demonstrated in community behaviour
- • reading, listening to or viewing a range of texts connected with knowledge and understanding of [Language], people and Country/Place of the area, such as Creation, Dreamtime, Dreaming, or traditional stories that explain Ancestors, identity and belief systems
- • understanding the importance of intergenerational collaboration and passing down of knowledge to keep [Language] strong and discussing some of the associated challenges
- • engaging in intergenerational passing down of cultural knowledge, skills and understandings, such as gathering of resources and foods, and recording cultural events and ways of cultural expression
- • understanding their role as contemporary documenters and users of [Language], for example, by interviewing Elders and community members and transcribing stories and histories
- • ensuring that linguistic and cultural knowledge information is appropriately stored according to cultural norms/mores, and identifying places for keeping language texts and resources, for example, in the school, community or national archives