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Descriptors›Languages›Year 7›Understanding language and culture›Understanding the interrelationship of language, culture and identity›AC9L1F8U05
AC9L1F8U05: Year 7 Languages Content Descriptor – Understanding the interrelationship of language, culture and identity
AC9L1F8U05 Year 7 Languages

AC9L1F8U05 – 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 and explain how identity is shaped by language(s), culture(s), and Country/Place, and how these impact on communication

Elaborations

  • • reflecting on how First Nations Australians from different nations express their group identity, for example, through kinship, totems, practices and symbols such as a Welcome to Country, flags, Indigenous rounds in sporting competitions
  • • reflecting on ways the [Language] community classifies natural and cultural worlds, and comparing these with other Indigenous and western systems of classification
  • • understanding that culturally significant attitudes and beliefs conveyed through Aboriginal languages and Torres Strait Islander languages are related to the past, to land, plants, animals and celebrations
  • • understanding concepts related to cultural values in [Language], for example, naming systems, kinship terms, nicknames, substitute words and pronoun systems
  • • reflecting on how their biography, including family origins, traditions, beliefs, practices, interests and experiences, shape their sense of identity and ways of communicating
  • • discussing identity and connections with land, waters, sky and all living things, cultures and languages for the health and wellbeing of individuals and community
  • • reflecting on how language is important in maintaining traditional culture and society in relation to First Nations peoples and to all Australians
Show 7 more elaborations
  • • discussing what might be future challenges facing First Nations Peoples in sustaining their languages, cultures and heritage in the context of a global world
  • • identifying and discussing core cultural concepts reflected in Aboriginal languages and Torres Strait Islander languages, such as respect, avoidance, reciprocity, obligation and responsibility
  • • considering how and why [Language] speakers use particular conversational strategies such as indirect language to avoid conflict
  • • drawing on their own experiences of using [Language] and English in different contexts to consider how language can be empowering or inclusive
  • • identifying and comparing how emotions or attitudes such as respect, confidence or happiness are expressed in local and regional languages and cultures
  • • recognising that there are multiple views on and explanations for events and issues, and that these can influence identity
  • • reflecting on ways culture is interpreted by others, for example, identifying how stereotypes influence perceptions among different groups and communities

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.