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Years 7 and 8 · Languages · Understanding language and culture

AC9LA8EU04

recognise how identity is shaped by language(s), culture(s), attitudes, beliefs and values

The content description above is Australian Curriculum, Assessment and Reporting Authority (ACARA)’s own wording, reproduced unmodified from the Australian Curriculum v9.0, read in August 2026, and licensed CC BY 4.0.

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website and was not modified. ACARA does not endorse this product and is not affiliated with it.

Taught alongside it

The rest of Understanding language and culture in Years 7 and 8.

AC9LA8EU01

recognise and use features of the Arabic sound system, including pitch, rhythm, stress, pronunciation and intonation, and demonstrate understanding of how these are represented in familiar contexts

AC9LA8EU02

develop knowledge of the Arabic alphabet, and use structures and features of Arabic letter positions, vowel marks, and grammatical systems, to understand and create spoken, written and multimodal texts

AC9LA8EU03

compare Arabic language structures and features with English, using familiar metalanguage

AC9LA8U01

apply knowledge of conventions of spoken Arabic to enhance fluency, and to respond to and create texts in familiar and some unfamiliar contexts

AC9LA8U02

apply understanding of grammatical structures and expressions to compose and respond to texts

AC9LA8U03

reflect on similarities and differences between Arabic and English language structures and features, using metalanguage

AC9LA8U04

reflect on and explain how identity is shaped by language(s), culture(s), attitudes, beliefs and values

The same idea, year by year

Where AC9LA8EU04 comes from and where it goes, for a student working below or above Years 7 and 8.

  1. Years 5 and 6AC9LA6U01apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases
  2. Years 5 and 6AC9LA6U02use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts using appropriate punctuation and textual conventions
  3. Years 5 and 6AC9LA6U03compare some Arabic language structures and features with those of English, using some familiar metalanguage
  4. Years 5 and 6AC9LA6U04recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal, spoken and written communication
  5. Years 9 and 10AC9LA10EU01apply features of the Arabic sound system, including pitch, rhythm, stress, pronunciation and intonation, and show how these are represented in familiar and some unfamiliar contexts
  6. Years 9 and 10AC9LA10EU02select and use structures and features of the Arabic grammatical and writing systems to enhance meaning and create spoken, written and multimodal texts
  7. Years 9 and 10AC9LA10EU03reflect on and evaluate Arabic texts, using metalanguage to discuss language structures and features
  8. Years 9 and 10AC9LA10EU04reflect on and explain how identity is shaped by language(s), culture(s), attitudes, beliefs and values and how these affect ways of communicating
  9. Years 9 and 10AC9LA10U01apply features and conventions of spoken Arabic to extend fluency in responding to and creating texts in familiar and unfamiliar contexts
  10. Years 9 and 10AC9LA10U02apply knowledge of grammatical structures to predict meaning and compose texts that contain some complex structures and ideas
  11. Years 9 and 10AC9LA10U03reflect on and evaluate Arabic texts, using metalanguage to analyse language structures and features
  12. Years 9 and 10AC9LA10U04reflect on and evaluate how identity is shaped by language(s), culture(s), attitudes, beliefs and values and how these affect ways of communicating

Planning against AC9LA8EU04?

Daily Work Pad reads codes like this one out of your forward plan and carries them onto your lessons and worksheets. The pilot is invite-only for now.