AC9LCH4U04 Year 3 Languages

AC9LCH4U04 – 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 Chinese language and cultural practices

Elaborations

• understanding that feelings, beliefs and values can be reflected in language, for example, the Chinese term of affection for daughter 小棉袄
• noticing differences in cultural practices and the protocol for certain events such as 我去表哥家要先叫大姨好，大姨夫好；如果他们要留我吃饭，我要先问妈妈可不可以；如果阿姨叫我多吃一点, 我不能吃太多，最好得客气点儿。
• identifying locations of major dialect groups in Chinese-speaking countries and regions, and appreciating the value of a common language such as Cantonese
• exploring representations of information used in cultural expressions of First Nations Australians and making connections with those of Chinese language and culture(s), for example, comparing the different regional words used by First Nations groups to identify themselves, such as Zenadth Kes, Koori, Koorie, Noongar and Nunga, and regional words used by Chinese-speaking cultural groups
• identifying ways in which their Chinese identity is reflected in their daily life and interests, for example, using a diagram to show visible elements such as belonging to a sports or hobby group or attending a community school
• participating in eye exercises, daily exercise routines or role-playing the flag raising ceremony, using associated language, and discussing the cultural significance of these practices
• comparing Chinese and Australian lifestyles, such as festivals and celebrations, food staples, preferences and cooking styles, and discussing their own engagement with these

Show 2 more elaborations

• experiencing and discussing the importance of music and dance as an expression of identity and emotion in Chinese culture(s), such as national pride, happiness, love, joy and sadness, for example, introducing Chinese traditional musical instruments such as 二胡, 古筝, 笛子
• recognising characters such as 福 that are used in specific cultural events in various forms (paper cut-outs, folk art, couplets, etc. for New Year decorations), and identifying how the form might change, for example, questioning why 福 is sometimes presented upside down

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANCHIBLLF-1Y34

Year 3 Languages Achievement Standard

By the end of Year 4, students use Chinese language to initiate interactions to share information and ideas 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 familiar characters, Pinyin and modelled language to create texts. Students recognise and use sounds, tones, rhythms, syllables and intonation patterns of spoken Chinese. They demonstrate understanding that Chinese 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 Chinese and make comparisons between Chinese and English. They understand that the Chinese language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).