AC9LJ8EU04 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), beliefs, attitudes and values

Elaborations

• 1 learning about values and beliefs that are important in Japanese society and that contribute to identity, such as maintaining harmony and a sense of collective wellbeing, avoiding conflict and expressing well wishes, and how these are reflected through language and behaviours
• 2 exploring their own identity, and recognising elements of identity that may be important across all cultures, for example, recognising identity through family, community, location, language, religion, age, gender and how language use and communication can have an impact
• 3 identifying and explaining phrases that require cultural knowledge in order to be understood in translation, for example, understanding はじめまして。よろしくおねがいします。 and that the question, おげんきですか。is a genuine health enquiry rather than a greeting
• 4 recognising how First Nations Australians’ connections to social and physical environments can be compared with Japanese-speaking peoples’ connections to nature and respect for the natural environment
• 5 considering how the Japanese language (certain phrases) reflects traditional practices and values, for example, thinking about language that is associated with family life and work, いただきます、ただいま、おかえり、おつかれさまです
• 6 understanding that the Japanese language has many ways of expressing values such as consideration and respect, for example, どうぞ、どうも、すみません、 おくれて すみません、 しつれいします、 and using indirect forms of refusal and softening responses, for example, ちょっと … あんまり …
• 7 understanding language variation based on age, relationship, and the level of familiarity between participants, for example, お母さん versus 母、～さん versus ちゃん／くん, use of honorifics ご and お, avoiding あなた when showing politeness
• 8 preparing a personal profile to exchange with Japanese-speaking students, showing cultural background, what is important to them, beliefs and interests using images, captions and symbols, and reflect on possible differences and similarities between them and Japanese students
• 9 researching elements of Japanese culture, identity, beliefs and identifying values, noticing similarities, and commenting on what is new or surprising

Related Achievement Standards