• considering how their own biography, including elements such as family origins, traditions, beliefs, practices, interests and experiences, shapes their sense of identity and ways of communicating
  • creating spoken, written or multimodal texts, such as identity maps, timelines, digital presentations or family trees with captions and commentary, to describe key milestones and significant life influences, for example, key people, events, educational experiences, community affiliations, traditions or travel experiences, and considering how these different experiences and influences help to shape identity
  • comparing and reflecting on how identity is expressed across cultures and languages, for example by considering the idea of ‘belonging’ as expressed in different languages
  • discussing the role that language and culture play in the identity and well-being of Aboriginal and Torres Strait Islander peoples
  • considering their identity as a ‘second language learner’ and whether it involves changes in aspirations, career considerations or social-networking opportunities
  • investigating how particular policies and practices affect the sense of identity of Aboriginal and Torres Strait Islander peoples, for example, through language loss, separation from Country/Place/family/community
  • reflecting on how the language links the local, regional and national identity of its speakers with land, water, sea and sky