Content description ACLFWC161

Years 3 to 6 / Communicating / Identity / ACLFWC161

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Explore their own sense of identity, including elements such as family, friends, interests, membership of groups, and consider markers of identity that may be important across all cultures

[Key concepts: identity (individual and group), kinship, community, membership; Key processes: creating, representing, discussing, comparing]

Elaborations

creating a class wall chart or family tree, labelling with appropriate kinship terms (Aboriginal and Torres Strait Islander students may be able to source information about their totems/moieties and other affiliations from home, family and community sources)
investigating and discussing, as culturally appropriate, the meaning of personal, family and other names and their significance as markers of identity
working with Elders to map community-wide links between families according to known kin links
designing visual representations, such as concept maps, posters or captioned slide presentations, of their group memberships, for example, friendship, family, sporting, interest and community groups, moieties, and discussing what such membership means to their sense of identity
creating a profile to capture their sense of personal identity, for example, through an avatar or montage, using key words and expressions and commenting on the significance of particular events, influences or interactions
considering how their individual upbringing and experiences impact on their assumptions/attitudes when participating in intercultural interactions, for example, in relation to notions of leisure/free time or family and community responsibilities
talking about ways local Aboriginal and Torres Strait Islander communities express elements of their shared identity, for example, through behaviours associated with sporting teams, distinctions between coastal versus inland communities, through community events and profiling of identities from their community
noticing and comparing their use of words or expressions from different languages when communicating in English and discussing how this relates to their sense of identity
monitoring their development as learners of the language, for example, by recording learning experiences, reflections in blogs, learning logs or journals
identifying markers of identity that may be important across all cultures, for example, family, community, location, language, age, gender
exploring the concept of collective identity by designing an item, such as a language flag or artefact, that incorporates elements of importance to the language/community

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F-10 Curriculum