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9-10 Content Descriptions - Communicating meaning in [Language]

Years 9-10 Content Descriptions

Interacting in [Language]

initiate, sustain and extend exchanges in familiar and unfamiliar contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others

AC9L2F10C01

  • using strategies to initiate and sustain interactions and conversations by seeking opinion and agreement, to excuse and apologise, clarify and make requests
  • acknowledging elements of others’ contributions in a respectful manner, in discussions about topics where participants have a variety of opinions
  • expressing and exchanging experiences and aspirations, such as encouraging peers to attend or participate in a creative, cultural or sporting event
  • apologising for misinterpreting or misunderstanding in interactions, for example, saying, I’m sorry or I misunderstood what you meant or equivalent in [Language]
  • engaging in face-to-face or online discussions with peers about shared cultural interests, practices and experiences, such as land management, food systems and trade routes
  • initiating and sustaining conversation by using strategies such as active listening, asking for clarification or confirmation, and expressing agreement/negation, using feeling cards, gestures and known expressions, for example, the equivalent of saying, What do you mean? or When did that happen? In [Language]
  • reviewing others’ work constructively and responding to feedback, providing and justifying comments on general and specific points
  • engaging using correct protocols with an Elder and/or community member as appropriate, to facilitate a cultural event for students, staff and school community, such as a class Q and A or workshop in the lead-up to NAIDOC Week
  • promoting an event and providing reasons or justification for the event, with a focus on cultural practices and values, such as seasonal fishing after the rains if appropriate
  • exchanging opinions about cultural heritage sites or cultural preservation efforts such as a local Ranger program
  • sharing points of view on a range of personal interests such as artistic, cultural, environment, media and journalism, literature and writing, science or sport

Literacy

Intercultural understanding

contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences

AC9L2F10C02

  • showcasing local-language learning and language-revival activities
  • negotiating with class members and members of the teaching team using respectful language when agreeing or disagreeing or negotiating changes, considering cultural perspectives and values
  • planning and organising a community initiative, taking into account different participants roles, responsibilities and relationships, for example, designing a yarning circle space or community garden and documenting the process
  • designing digital, visual or multimodal displays or presentations, for example, designing a poster to promote events in the local community, such as festivals, sporting, music and cultural events
  • preparing and presenting information in groups about a chosen topic such as a topic related to visual or performing arts, and responding to questions from teacher and peers
  • giving and following instructions, and using gestures or hand signs as needed, for example, explaining cooking methods or artefact making
  • researching and consulting on issues relevant to the Country/Place, such as reinstating and creating dual names for school and community places, and events
  • planning an excursion to a place of cultural significance, including preparation of native food such as damper, kangaroo, mullet, wild apple and quandong
  • asking for advice on issues and suggesting possible solutions to others’ problems, for example, deciding on a place for an excursion, who to invite to an event, organising a surprise celebration, or deciding on an appropriate gift

Literacy

Personal and social capability

Mediating meaning in and between languages

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

AC9L2F10C03

  • discussing and explaining First Nations Peoples’ spiritual and cultural connections with Country/Place, land, waters, sky and all living things, and how this is expressed through the arts
  • analysing the role and representation of people, animals and landscapes in different types of texts about First Nations Peoples and Country/Place
  • collating information from interviews in [Language] and/or English about a significant person, and develop a personal profile, biography, poster or story board for the class
  • interviewing Elders and/or community members using appropriate protocols, listening to local history stories and collating information about significant events, for example, European colonisation, land rights and stolen generations
  • responding to an email or correspondence written in [Language] from peers or family members, addressing all information and questions raised
  • researching a topic and presenting the information in [Language] in diagrammatic, graphic or symbolic form
  • presenting findings related to the investigation of a social or cultural issue, and summarising opinions and attitudes collected from surveys, interviews or media sources
  • interpreting and responding to texts such as songs, stories, films or video clips, if appropriate, identifying and explaining main ideas and themes, and sharing personal views and reactions with others
  • viewing animations and responding to contexts by developing word lists, categorising cultural elements, interpreting and translating meaning
  • discussing how key messages and beliefs are communicated through stories and visual and creative arts such as Creation, Dreamtime, Dreaming and traditional stories
  • listening to, viewing and sharing personal responses to music in [Language], identifying key messages, themes and performance styles
  • comparing details from a range of dances or stories related to special occasions and ceremonies, identifying culture-specific terms and/or representations and/or dialectic differences

Literacy

Critical and creative thinking

interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts

AC9L2F10C04

  • using flashcards or wordlists to acquire vocabulary and keywords to categorise parts of speech such as nouns and verbs, and interpret levels of meaning of phrases and expressions
  • using dictionaries or online translation tools to find the meaning of words or expressions and applying familiar [Language] structures to suit context
  • identifying language structures and features in [Language] to identify words that are not easily translated and/or may cause misunderstandings, and writing simple explanations to convey meaning
  • comparing their own translations of texts such as narratives, song lyrics, dialogues and posters with translations created by peers and online translators, and discussing any variations
  • providing translations for familiar stories or songs, in [Language] or English, to explain to or perform for younger students
  • explaining concepts and practices in [Language] that do not easily translate into English, for example, daily and seasonal cycles and kinship terms, and discussing cultural variations
  • analysing animations or films with captions or subtitles in [Language], commenting on differences in how each language represents meaning, for example, reflecting on the impact of cultural references on meaning
  • applying cultural sensitivity when interpreting and translating [Language], for example, considering multiple definitions of words and phrases, and considering cultural norms and values of Country/Place

Literacy

Intercultural understanding

Creating text in [Language]

create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences

AC9L2F10C05

  • creating a multimodal presentation to share with others, after consultation with and permission given by Elders and/or community members, for example, a video clip of a traditional dance performance or a photographic record of a cultural festival
  • preparing culturally-appropriate questions to ask in an interview with Elders and/or community members, for a documentary about local customs, histories and cultural heritage
  • writing an email, letter or creating an oral text to introduce themselves in [Language] to teacher, peers, family and/or known community members, providing personal information, likes and interests, etc.
  • creating a class podcast about forms of cultural expression to explain and clarify, for example, the Uluru Statement from the Heart and language-revival processes
  • presenting to peers or the school community information about foods and their relationship with seasons, medicinal plants and their qualities, and connections with Country/Place
  • creating texts such as a profile, photo montage or avatar, choosing aspects to share about themselves
  • designing an informative multimodal text about introducing an aspect of their immediate environment or personal worlds, for example, creating a tour of their school, or a guide to their favourite place in their Country/Place
  • creating a short documentary about procedures/methods for creating traditional artefacts such as carving, weaving or extracting and preparing traditional medicines
  • using key words or expressions to compose a description of characters, significant people, events or Country/Place, in different types of informative or imaginative texts
  • creating interactive presentations or resources that highlight the benefits of reclaiming and revitalising or maintaining and strengthening language or culture, for example, showcasing traditional storytelling, songs or dances, with permission from Elders and/or community members
  • composing and performing songs, jingles or advertisements, for example, composing a song that celebrates cultural heritage, creating an advertisement promoting traditional handicrafts or creating a jingle about emu oil
  • using multimodal presentations to showcase First Nations traditional resources and businesses, commenting on Indigenous Cultural and Intellectual Property (ICIP) rights, and with permission given by Elders and/or community members
  • obtaining permission from Elders and/or local community to create artwork that reflects traditional motifs, or to perform a traditional dance that tells a cultural story, respecting cultural norms and sensitivity appropriate to Country/Place
  • creating bilingual texts, using subtitles and captions, to inform the school community about aspects of [Language] culture, for example, a multimodal presentation that incorporates photos, maps, timelines, stories and songs to showcase cultural events and experiences

Literacy

Personal and social capability

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