AC9LRF4U05 Years 3 to 4 Languages

Content descriptor identify connections between [Language] language, culture, Country/Place and identity

Elaborations

• • Elaboration understanding how a Welcome to Country or an Acknowledgment of Country relate to self and Country/Place, for example, learning through watching tribal Elders perform a Welcome to Country, if appropriate
• • Elaboration demonstrating respectful behaviours in the presence of visiting Elders and/or community members, and during visits to important sites
• • Elaboration learning from Elders and/or community members, if appropriate, about roles and responsibilities in caring for Country/Place and how this connects with the importance of preserving cultural heritage
• • Elaboration knowing that certain songs, dances, items, tools and places are only for people with cultural connections with them, for example, some sacred places are for men only or women only
• • Elaboration comparing cultural practices and language related to food, for example, using [Language] associated with gardening, or when feasting on the bogong moth, or when celebrating a sand-bar opening by eating freshwater fish and prawns
• • Elaboration identifying and discussing the meanings of personal and family names and how they relate to identity and reflect ancestral connections with Country/Place, land, waters, sky and all living things, for example, making links between family names and Land when a name has originated from Country/Place
• • Elaboration talking about ways a community expresses elements of identity, for example, using [Language] in the local community for media greetings on the radio, on buildings, in parks and streets, at sporting events, on public transport decorated with [Language] art, or on placards at places connected with First Nations stories