AC9LRF2U05 – Years 1–2 Languages: Understanding the interrelationship of language, culture and identity
Content Descriptor
Language revival · Foundation to Year 10 sequence
This content descriptor sits within Years 1–2 Languages. Use it to identify the learning students need, connect it with the achievement standard and plan suitable evidence of learning.
What this means for planning
AC9LRF2U05 belongs to the Language Revival Learner Pathway. Its focus is noticing that language use reflects cultural identity. The content and learning experiences cannot be separated from the authority of the relevant language owners, custodians and community approved language program.
A practical planning sequence
- Confirm local authority: Plan with the relevant language owners, custodians and community educators before selecting language, stories, symbols, places or cultural practices.
- Use an approved context: Choose a familiar interaction, event or place that allows students to notice a relationship between language and identity.
- Agree on respectful evidence: Determine what students may observe, discuss, record or share within local protocols and the approved program.
Evidence to look for
- A locally appropriate response showing that the student notices how language connects with people, Country or Place, community or identity.
- Respectful participation in an approved learning experience, documented only in a form authorised by the local program.
- A teacher observation or student explanation assessed against criteria agreed for the community context.
See the complete curriculum context
Open the achievement standard and all linked content descriptors together in the Years 1–2 Language Revival Learner Pathway curriculum map.
A TeaCheese planning example
If TeaCheese is used for AC9LRF2U05, the planning brief should state the approved local context and protocols. Generated material must then be checked with the relevant language authorities before classroom use.
Planning guides: How content descriptions work in the Australian Curriculum · Turn a content description into learning intentions and success criteria
Elaborations
- • Elaboration understanding the purpose and significance of a Welcome to Country or an Acknowledgement of Country
- • Elaboration sharing experiences of viewing or participating in a Welcome to Country if appropriate, or an Acknowledgement of Country
- • Elaboration noticing respectful behaviours in the presence of visiting Elders and/or community members if appropriate and during visits to significant sites
- • Elaboration noticing how respect for Elders, community members and Country/Place is built into [Language]
- • Elaboration celebrating significant dates and understanding the importance behind the event, for example, NAIDOC Week
- • Elaboration exploring the concept of collective identity, including symbols, flags and items of traditional clothing
- • Elaboration recognising the relationship among language, place and family in the formation of identity, for example, visiting a local meeting place and understanding its significance throughout generations
Show 1 more elaboration
- • Elaboration recognising significant symbols and features in [Language] and culture, for example, in dance moves, songs and visual designs
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