Framework for Aboriginal Languages and Torres Strait Islander Languages / Year 3 to 6 / Communicating / Identity

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Curriculum content descriptions

Describe kinship relations as a system and explain its role in determining social behaviour

[Key concepts: identity, relationship, kinship, family terms, social groupings/sub-groupings, story, behaviour, ways of talking; Key processes: investigating, explaining, describing, categorising]

 (ACLFWC032)

Elaborations
  • working with Elders to map community–wide links between families according to traditional kinship systems, for example, skin, clan, moieties, other social groupings
  • explaining how moieties, skin groups or other social groupings form patterns through the generations
  • investigating and explaining appropriate behaviours for different relationships, such as friends, boyfriends/girlfriends, right skin marriage partners and in-laws
  • identifying and categorising personal and family names, for example, names affiliated with the land, sea/water or sky, names belonging to a moiety or other social groupings
  • investigating and discussing the meanings of personal and family names and of other ways of referring to people
  • designing visual representations, such as concept maps, posters, slide presentations with captions, to identify and explain group memberships, for example, friendship, family, sporting, interest and community groups, discussing what such memberships mean to their sense of identity
  • using appropriate behaviours and ways of talking in specific kinship relationships, for example, using avoidance language, name substitution, respecting name/word taboos, averting gaze
  • talking about ways their community expresses elements of identity, for example, behaviours associated with sporting teams, coastal versus inland communities, community events
  • considering the role identity plays in contributing to individual, peer group and community health and well-being
  • identifying markers of identity that may be important across other cultures, for example, elements of language or behaviours associated with family, community, location, age or gender
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • Intercultural understanding Intercultural understanding
  • Personal and social capability Personal and social capability
Cross-curriculum priorities
ScOT terms

Australian languages

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