AC9L2F10C05 Year 9 Languages

AC9L2F10C05 – Year 9 Languages: Creating text in [Language]

Strand

Communicating meaning in [Language]

Substrand

Creating text in [Language]

This Content Descriptor from Year 9 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 informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences

Elaborations

• creating a multimodal presentation to share with others, after consultation with and permission given by Elders and/or community members, for example, a video clip of a traditional dance performance or a photographic record of a cultural festival
• preparing culturally-appropriate questions to ask in an interview with Elders and/or community members, for a documentary about local customs, histories and cultural heritage
• writing an email, letter or creating an oral text to introduce themselves in [Language] to teacher, peers, family and/or known community members, providing personal information, likes and interests, etc.
• creating a class podcast about forms of cultural expression to explain and clarify, for example, the Uluru Statement from the Heart and language-revival processes
• presenting to peers or the school community information about foods and their relationship with seasons, medicinal plants and their qualities, and connections with Country/Place
• creating texts such as a profile, photo montage or avatar, choosing aspects to share about themselves
• designing an informative multimodal text about introducing an aspect of their immediate environment or personal worlds, for example, creating a tour of their school, or a guide to their favourite place in their Country/Place

Show 7 more elaborations

• creating a short documentary about procedures/methods for creating traditional artefacts such as carving, weaving or extracting and preparing traditional medicines
• using key words or expressions to compose a description of characters, significant people, events or Country/Place, in different types of informative or imaginative texts
• creating interactive presentations or resources that highlight the benefits of reclaiming and revitalising or maintaining and strengthening language or culture, for example, showcasing traditional storytelling, songs or dances, with permission from Elders and/or community members
• composing and performing songs, jingles or advertisements, for example, composing a song that celebrates cultural heritage, creating an advertisement promoting traditional handicrafts or creating a jingle about emu oil
• using multimodal presentations to showcase First Nations traditional resources and businesses, commenting on Indigenous Cultural and Intellectual Property (ICIP) rights, and with permission given by Elders and/or community members
• obtaining permission from Elders and/or local community to create artwork that reflects traditional motifs, or to perform a traditional dance that tells a cultural story, respecting cultural norms and sensitivity appropriate to Country/Place
• creating bilingual texts, using subtitles and captions, to inform the school community about aspects of [Language] culture, for example, a multimodal presentation that incorporates photos, maps, timelines, stories and songs to showcase cultural events and experiences

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANFALSLLY910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in [Language] language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret and respond to texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They use complex structures to enhance meaning and cohesion. Students incorporate the features and conventions of spoken [Language] to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of [Language] texts, using metalanguage. They understand that there are appropriate protocols that relate to learning and using [Language]. They reflect on their own cultural perspectives and identity, and draw on their experience of learning [Language] to evaluate how this learning influences their ideas and ways of communicating.