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9-10 Content Descriptions - Understanding language and culture

Understanding systems of language

apply features and conventions of spoken [Language] to extend fluency in response to a range of contexts, purposes and audience

AC9L1F10U01

  • reading aloud extended texts using appropriate pauses, emphasis, intonation, stress and tone to enhance and convey meaning
  • reading aloud a Creation, Dreamtime, Dreaming or traditional story to a wider audience, to model authentic spoken language and share and strengthen connections with Country/Place and Peoples, for example, at NAIDOC events
  • applying the rules and conventions of speech-sound combinations, such as sets of vowel and consonant phonemes and rules for word stress
  • acknowledging and understanding that there are similarities and differences in Aboriginal languages and Torres Strait Islander languages, and discussing how unique sounds are connected with Country/Place and Peoples
  • understanding the major place of articulation categories in Aboriginal languages and Torres Strait Islander languages, for example, articulation at lip or soft palate, involving the flat of the tongue and position of the tongue in relation to teeth, and obstructing the air passage with tip of the tongue, and recognising their realisation across different languages and regions in Australia
  • applying their knowledge of a range of alphabetic and punctuation conventions, supported by their grammatical and vocabulary knowledge, to transcribe speech sounds, syllables and words in [Language]
  • using digital tools to source recordings of the rhythm and intonation patterns of other Aboriginal languages and Torres Strait Islander languages, to analyse and discuss the diversity of sound in their findings

Literacy

Personal and social capability

apply knowledge of grammatical structures and features to predict meaning and compose a range of texts that contains complex structures and ideas

AC9L1F10U02

  • applying and explaining the full range of case marking in [Language], such as using nouns and noun suffixes, verbs and verb suffixes, and suffixes, to create and understand new words, phrases, sentences and some idiomatic expressions, and developing a word chart with the range and variation of suffixes for the parts of speech
  • using suffixes to show the subject or object of a verb, for example, The dog (subject or doer of the action) chased the cat (the object or the receiver of the action) versus The cat (subject or doer of the action) scratched the dog (the object or the receiver of the action) or equivalent as appropriate in [Language] by completing an information-gap activity
  • explaining how references to people, places, things and events may be varied and modified by using extra words or particles, or by using affixes, for example, expressions for having, for want of, similar to, like, or equivalent as appropriate in [Language]
  • using the various forms of negation appropriately for the context, for example, no, not yet, never, no one or equivalent as appropriate in [Language]
  • applying and explaining the grammatical rules of transitive and intransitive verbs, including devices such as embedding and serialisation
  • understanding and explaining the delineation of time, manner, attitude and place, for example, temporal expressions such as beforehand, afterwards, too late, originally, and attitudinal elements such as could, ought to, should, would, I wish or equivalent as appropriate in [Language]
  • investigating and explaining how the process of language-building expands existing linguistic and cultural resources in the Australian community
  • editing their own and/or peers’ texts for word choice, spelling, grammar and punctuation, and providing constructive feedback using metalanguage
  • transcribing complete texts of spoken language, using a range of alphabetic and punctuation conventions and devices, supported by their grammatical and vocabulary knowledge of [Language]
  • experimenting with the use of linguistic structures and features, conventions of punctuation and language devices, to create texts for particular purposes and audiences
  • applying the knowledge and understanding of the Indigenous Cultural and Intellectual Property (ICIP) rights and copyright of the resources used in their language work, for example, consulting with Elders and community members when creating and/or publishing [Language] resources and acknowledging the connection of [Language] with Country/Place and Peoples

Literacy

Personal and social capability

reflect on and evaluate [Language] texts, using metalanguage to analyse language structures and features

AC9L1F10U03

  • understanding the role of song as a means of assisting the maintenance and continuity of language, culture, customs, First Nations histories, beliefs, Lore, cultural morals and values
  • explaining the structure and complexity of [Language] used in songs and applying this knowledge when creating and performing their own songs or existing traditional songs of Country/Place and Peoples with guidance from Elders as appropriate, acknowledging the Custodians of the songs
  • comparing and analysing the structure of songs in [Language] with the structure of songs in English, such as the repetition of song lines, words and expressions compared with stanzas and choruses, and explaining the effect of the structure on meaning
  • analysing and discussing the use of non-verbal and spoken language, gestures, hand signs, silences and body language to add nuances and layers of meaning when communicating in [Language]
  • explaining how elements of communication, such as gestures, facial expressions, choice of language and use of silence vary according to context, situation and kin relationships, for example, eye contact, pointing with lips
  • understanding and discussing the cultural appropriateness that guides language use in particular circumstances, such as protocols as part of Sorry Business, or the passing of an Elder or community member
  • understanding and applying the main topical areas of [Language] vocabulary, such as groupings of natural species, cardinal directions, and kinship systems, and contrasting these with English
  • applying correct registers of language to suit context, purpose and audience, for example, language of ceremony, kinship terms of address, and appropriate ways of communicating with Elders and/or community members
  • explaining how different generations use [Language] to communicate, for example, how young people might communicate using different modes of spoken or written language with a peer as opposed to an Elder or community member
  • discussing how language evolves and changes to reflect changing lifestyles, cultural trends and emerging needs, for example, the language of young people, new technologies, and language associated with music and media, and using this knowledge to create new language resources
  • explaining the influence of English on [Language], such as use of singular, dual and plural forms, using ‘s’ to make plurals, and shortening words by omitting suffixes, and how this affects retention of language and richness of meaning
  • researching the variations in Aboriginal languages and Torres Strait Islander languages, such as among clan groups, dialects, creoles and Aboriginal English, and explaining that these variations are connected with Country/Place and Peoples

Critical and creative thinking

Intercultural understanding

Understanding the interrelationship of language, culture and identity

understand and apply protocols associated with language learning and language using in cultural contexts

AC9L1F10U04

  • ensuring that cultural norms, mores and protocols are followed and applied to access, elicit, record, store and use information about [Language] and cultures
  • keeping Aboriginal languages and Torres Strait Islander languages texts and resources safe and secure within the school and local community, for example, in school, community or national archives
  • explaining how the phases of life from childhood to adulthood have kinship practices, rights and obligations to Country/Place, for example, as they develop, children change the ways they refer to people and they build cultural knowledge to care for Country/Place
  • explaining the importance of intergenerational collaboration and passing down of knowledge in keeping [Language] strong and discussing some of the associated challenges
  • engaging in intergenerational passing down of knowledge of [Language] to retain and strengthen cultural knowledge, skills and understandings, such as gathering of resources and foods, and recording cultural events and ways of cultural expression
  • taking responsibility for their role as young contemporary users of [Language], to assist the retention and continuity of [Language], oral histories and cultural knowledge, for example, interviewing Elders and/or community members and transcribing their stories and histories

Ethical understanding

reflect on and evaluate how identity is shaped by language(s), culture(s) and Country/Place, and how these affect ways of communicating

AC9L1F10U05

  • reflecting on how First Nations Australians from different nations express their group identity, such as through kinship, moieties, totems, practices and symbols, for example, a detailed and personalised Welcome to Country and/or an Acknowledgement of Country, including information regarding clan groups and family connections
  • explaining how visual designs and performing arts illustrate connections among Country/Place, Peoples, cultural Lore, histories, kinship systems and identity
  • reflecting on the importance of cultural Lore and mores associated with cultural practices and traditions, for example, birth, naming, funerals, ceremonies and repatriation artefacts, and remains of Ancestors
  • listening to and receiving guidance from Elders and/or community members on the roles and responsibilities of ceremony and place, and how these are connected through stories and cosmology, and demonstrated in community behaviour
  • evaluating local, community and regional cultural events that celebrate Aboriginal languages and Torres Strait Islander languages, heritage, County/Place, Peoples, and reflecting on how their biography, including family origins, traditions, beliefs, practices, interests and experiences, shape their sense of identity and ways of communicating
  • analysing the benefits that arise for First Nations Peoples from being on Country/Place and discussing how the connection with lands, waters, sky and all living things, cultures and languages contribute to the health and wellbeing of individuals and communities
  • explaining how communication through dance, painting, song, weaving and wood carving is connected with Country/Place and Peoples, and are cultural ways for remembering and sharing knowledge
  • identifying and comparing how emotions or attitudes, such as respect, confidence or happiness, are expressed in [Language]
  • reflecting on how [Language] language use and connection with Country/Place contribute to their sense of identity
  • analysing how First Nations groups and nations support the maintenance and continuity of connection with Country/Place and how this is closely related to identity and cultural empowerment
  • discussing career opportunities such as interpreters and translators that could be available to mother-tongue speakers of [Language] and acknowledging the responsibility that these roles would entail in ensuring cultural and intellectual property rights and copyright of [Language] language and cultural knowledge are respected
  • researching how other countries have maintained indigenous languages and cultures, comparing issues such as advocacy, languages policy and reform
  • analysing and evaluating a range of texts which connect knowledge and understanding of [Language], Peoples and Country/Place of the area, for example, a Creation, Dreamtime, Dreaming or traditional story which explains Ancestors, belief systems and how the landscape was created
  • reflecting on the way cultures are interpreted and the multiple views on and explanations for cultural identity, for example, analysing how stereotypes influence perceptions among different groups and communities or evaluating mainstream media portrayals of First Nations Peoples

Critical and creative thinking

Intercultural understanding

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