AC9LS2U04 Year 1 Languages

AC9LS2U04 – Year 1 Languages: Understanding the interrelationship of language and culture

Strand

Understanding language and culture

Substrand

Understanding the interrelationship of language and culture

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.

Content Descriptor

notice that people use language in ways that reflect cultural practices

Elaborations

• 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
• 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
•
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
• 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
• 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
• comparing their own ways of communicating and making meaning, including using any other language(s) they may speak
•
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)

Show 3 more elaborations

• 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’
• 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
•
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

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 1 ASLANSPAF10Y12

Year 1 Languages Achievement Standard

By the end of Year 2, students use Spanish language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning. They use familiar words and modelled language to create texts. Students imitate the sounds and rhythms of spoken Spanish. They demonstrate understanding that Spanish has conventions and rules for non-verbal communication, pronunciation and writing. They give examples of similarities and differences between some features of Spanish and English. They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).