AC9LT10C03 Year 9 Languages

This Content Descriptor from Year 9 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.

evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience

Elaborations

• 1 accessing a variety of texts to understand the experiences of Turkish-speaking youth in daily life activities, and collating information to share in a secure blog, ‘A Day in the life of a Turkish high-school student’
• 2 researching a topic of personal interest, such as a historical event or personality, and writing an essay, report or developing a multimodal presentation
• 3

  listening to, reading or viewing texts such as interviews, documentaries and speeches to obtain different perspectives, and using the information to demonstrate understanding, for example, İzlediğim belgesele göre, gelir düzeyi ve kültür seviyesinin gelişmesi eğitim olanaklarıyla doğrudan bağlantılıdır.

• 4 listening to or reading First Nations Australian authors’ stories in English, and creating an author profile in Turkish
• 5 investigating the life of a famous person or interviewing an older Turkish speaker to identify key influences (people and events) on their identity, and then creating a text to enact a simulated interview or writing a letter to this person
• 6 summarising and presenting information related to topics or themes studied in other curriculum areas, using different modes of presentation to cater for different learning styles, for example, using charts, diagrams, recorded spoken commentary or a demonstration to explain issues/concepts such as ecosystems or recycling
• 7 distinguishing between fact and opinion in texts such as newspaper articles, media reports or secure blogs, using critical analytical skills and textual knowledge to recognise elements such as bias and perspective and collating a report on findings
• 8 researching their own cultural biographies, for example, talking with relatives in Australia and elsewhere to know more about their family’s heritage, history or circumstances, and presenting information in a multimodal format
• 9

  providing a commentary of a performance of Mevlevi Dervişleri, Halk Dansları, interpreting movements, significance of costumes and key ‘messages’ of the performance

• 10

  identifying features of traditional forms of literature, for example, meter, the use of repetition, identification of the composer in a refrain, as in halk şiiri veya türküsü, comparing with characteristic features of more contemporary literature, such as poems by Ümit Yaşar Oğuzcan or Atilla İlhan or novels by Ayşe Kulin or Elif Şafak

• 11

  comparing the impact of different texts relating to Gelibolu and Çanakkale, including songs, films, diaries and letters, and identifying commonalities and differences in perspectives and expression by soldiers involved in either side of the combat

• 12

  identifying concepts such as courage, loyalty or social justice portrayed in traditional texts through characters such as Köroğlu, Çakırcalı Efe, Karacaoğlan, Robin Hood, and discussing their relevance to today’s society

Related Achievement Standards