AC9LG8EU04 Year 7 Languages

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.

recognise how identity is shaped by language(s), culture(s), attitudes, beliefs and values

Elaborations

• 1 exploring the impact of own assumptions about people from German-speaking countries, their language and culture, and considering how German speakers may similarly make assumptions and generalisations about Australians
• 2

  observing interactions between German-speaking people in different contexts, noticing and recording elements that reflect cultural attitudes or behaviours, such as language associated with politeness or emotion, gift-giving customs, or ways of showing collective appreciation or approval, for example, applauding by rapping on surface or stating bitte schön, Entschuldigung, Wie schön!, Ich danke dir!

• 3

  understanding their own heritage and reflecting on their culture, language and the role of their background in shaping identity, for example, annotating a family tree with information about family members, highlighting significant places or languages spoken using modelled language such as Ich bin Australier/-in. Mein Opa kommt aus Griechenland.

• 4 examining, in German or English, how First Nations Australians' languages have strong connections to Country/Place locations and how these can be compared with language variations across German-speaking countries and regions
• 5 comparing the use and cultural significance of gestures and body language in German and other languages and selecting those that can be easily incorporated into interactions when communicating in German, for example, shaking hands as a common greeting and maintaining eye contact when appropriate
• 6

  reflecting on choices made when using German to interact with others, considering the relationship between language, culture and behaviour, and comparing these with English and other languages, for example, considering the use of family names with titles, Guten Tag, Frau Stein and formal/informal register du/ihr/Sie

• 7 participating in cultural experiences and reflecting on cultural similarities and differences, for example, eating at a German/Swiss/Austrian restaurant or café in Australia or watching a German music performance, soccer match or skiing competition
• 8

  participating in guided discussion and comparing aspects of identity that may be important across cultures, for example, state, country, ethnic group, language, religion, age, preferred gender, and position in family, Heimatland, Festtage

• 9 investigating connections between language and significant cultural values or practices in Australia and German-speaking communities, for example, individual rights, shared social responsibility, respect for the environment, anti-racism
• 10

  examining examples of cultural representation in language, symbols and behaviour, for example, die Märchenstraβe, lack of speed limits on the Autobahn, national and state flags or coats of arms, and the visibility of the European Union through placement of its logo such as on car numberplates

• 11

  exploring how origin, geography and religion are directly connected to lifestyle, daily practices and language use, for example, Recycling, Kaffee und Kuchen, Wandern, religious/public holidays, choice of Fremdsprachen offered in schools

• 12

  gaining an awareness of some regional variations in language, for example, in greetings such as the Swiss Grüezi and Austrian or Bavarian Servus or the lack of the Eszett in Switzerland and Liechtenstein

Related Achievement Standards