AC9LT10EU04 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.

reflect on and explain how identity is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating

Elaborations

• 1 keeping a journal of memorable experiences associated with learning and using Turkish in and out of school, noting personal reactions and reflections over time and insights gained into themselves as language users, for example, how they choose to use either Turkish or English in different contexts and situations
• 2

  identifying elements of their personal worlds that contribute to their sense of community and identity, including their use of different languages and involvement in different cultural practices, for example, aile yaşamı, düğünler, futbol maçları

• 3 identifying how language change reflects social, political and historical influences and events, for example, the change of Turkish from Arabic during the Ottoman period under the leadership of the sultans, and then to modern Turkish script under the leadership of Atatürk
• 4 reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Turkish to a group of Turkish-speaking visitors at a school assembly
• 5

  comparing superstitions in Turkish and English, considering possible origins, how they reflect cultural experience and whether they stay relevant across time and cultural change, for example, evil-eye bead used to protect against the evil-eye nazar, repeating something 40 times can make the thing happen, knocking on wood protects from all evil, and breaking a mirror brings 7 years of bad luck

• 6

  recognising how cultural values are reflected in Turkish song lyrics, poems, idioms and expressions, for example, tanrı misafiri, misafir odası, kırk fırın ekmek yemen lazım, gel kim olursan ol gel

• 7

  identifying and discussing Turkish idioms or proverbs that could be applied to their experience of learning languages in school, for example, Bir lisan, bir insan. Bir elin nesi var, iki elin sesi var.

• 8

  using quotations, idiomatic expressions and proverbs, for example, Allah bir yastıkta kocatsın, darısı başına, ağaç yaşken eğilir, ayağını yorganına göre uzat

• 9 reflecting on the influence that language can have on national behaviours and identity, for example, language used in art, graffiti, online media and political protests in public spaces
• 10 analysing how the influence of non-verbal, visual or written language of activists, artists or authors may affect attitudes and values regarding diverse social issues
• 11

  discussing intercultural experiences and challenges, and sharing personal reactions, comparing aspects of identity that may be important, such as misafirperverlik, vatanseverlik, inançlar

Related Achievement Standards