AC9LA4U04 Year 3 Languages

AC9LA4U04 – Year 3 Languages: Understanding the interrelationship of language and culture

Strand

Understanding language and culture

Substrand

Understanding the interrelationship of language and culture

This Content Descriptor from Year 3 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

identify connections between Arabic language and cultural practices

Elaborations

• exploring the meaning of culture and identity, using a diagram to show the visible elements such as ways of celebrating, dress, traditions, symbols, manners, routines and behaviours, and the invisible elements such as spoken, preferences and values
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reflecting on how they communicate with family and friends compared with unfamiliar people in the community, noticing differences in word choice, language use and communicative behaviour, for example, عم/ سيد/ أستاذ/ خال ، عادل عمة / سيدة / أستاذة / خالة، ليلى
• understanding that Arabic as a language has a standard form called اللغة العربية الفصحى, which is mainly used in writing, and can be used as a common language to interact with others across different communities and cultures
• exploring representations of information used in cultural expressions of First Nations Australians, and making connections with those of Arabic language and culture(s), for example, the different regional words used by First Nations groups to identify themselves such as Zenadth Kes, Koori, Koorie, Noongar and Nunga and comparing this with Arabic-speaking cultural groups
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examining aspects of Arabic culture in familiar contexts, for example, identifying language use and behaviours at different celebrations and occasions such as كل عام وأنتم بخير، عيدكم مبارك، عيد فصح مجيد، البقاء لله، إنا لله وإنا إليه راجعون، رمضان مبارك، مبارك/ مبروك، عيد ميلاد سعيد
• reflecting on and explaining to others the significance of some common Arabic cultural practices and expressions, such as offering visitors food and drink, and serving sweets during special occasions, or coffee in times of mourning
• researching food culture, etiquette and customs in different Arabic-speaking countries and regional foods available in the local community, for example, دولما، ورق عنب

Show 1 more elaboration

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comparing the importance of music and traditional dance in different Arabic-speaking communities, as expressions of cultural identity and emotions, for example, الدبكة اللبنانية، الجوبية العراقية، الرقص الشعبي، الرقص الفلكلوري

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANARAF10Y34

Year 3 Languages Achievement Standard

By the end of Year 4, students use Arabic language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts, using letter conventions as appropriate. Students imitate sound combinations and rhythms of spoken Arabic. They demonstrate understanding that Arabic has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Arabic and make comparisons between Arabic and English. They understand that the Arabic language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).