AC9LS2U04 Year 1 Languages

This Content Descriptor from Year 1 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.

notice that people use language in ways that reflect cultural practices

Elaborations

• 1 identifying terms and concepts that can be used to help understand and discuss culture, for example, symbols, national costumes and emblems, family traditions and ways of life
• 2 locating Spanish-speaking communities on a world map, with support, and understanding that Spanish is the national language of 21 countries and that culture varies greatly among these places
• 3

  recognising that Spanish is an important and influential world language, spoken in different forms in many countries of the world including Australia, and that variations of words and expressions exist, for example, la banana or el plátano, marrón or café

• 4 exploring symbols and languages used by First Nations Australians and by Spanish-speaking communities in a range of contexts, for example, identifying the colours of flags in Spanish and discussing what the colours represent in English
• 5 noticing aspects of the lives of children in Spanish-speaking communities and Australia, as represented in print and digital images, video clips and stories, for example, ways of playing games and socialising, diet/food, routines, ways of interacting with others
• 6 comparing their own ways of communicating and making meaning, including using any other language(s) they may speak
• 7

  identifying formal and informal language use between people in different contexts and situations, for example, pronouns and forms of address such as tú, usted, señor(a)

• 8 noticing expressions and terms they may hear or use in Australian English that reflect lifestyles and culture, such as terms associated with greetings, food, the land and sports, for example, ‘g’day’, ‘ta’, ‘barbie’, ‘sausage sizzle', ‘brekkie’, ‘backyard’, ‘billabong’, ‘footy’
• 9 identifying themselves as belonging to different groups such as family, community, class or peer groups, for example, Yo soy Australiana y Chilena, Soy un niño/una niña. Estoy en la clase B, and representing these relationships through drawing pictures, adding captions to photos or digital text creation
• 10

  discussing how colours or animals can represent different meanings and identity across cultures, for example, blanco in Chile represents the snow of the Andes whereas in Peru it is the colour of ‘peace’; or El Salvador’s iconic animal, the Torogoz

Related Achievement Standards