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Years 7 and 8 · Languages · Understanding language and culture

AC9LS8EU04

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.

AC9LS8EU01

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

AC9LS8EU02

develop knowledge of, and use structures and features of, the Spanish grammatical and writing systems to understand and create spoken, written and multimodal texts

AC9LS8EU03

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

AC9LS8U01

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

AC9LS8U02

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

AC9LS8U03

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

AC9LS8U04

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

The same idea, year by year

Where AC9LS8EU04 comes from and where it goes, for a student working below or above Years 7 and 8.

  1. Years 5 and 6AC9LS6U01apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases
  2. Years 5 and 6AC9LS6U02use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate punctuation and textual conventions
  3. Years 5 and 6AC9LS6U03compare some Spanish language structures and features with those of English, using some familiar metalanguage
  4. Years 5 and 6AC9LS6U04recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and spoken communication
  5. Years 9 and 10AC9LS10EU01apply features of the Spanish 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 10AC9LS10EU02select and use structures and features of the Spanish grammatical and writing systems to enhance meaning and create spoken, written and multimodal texts
  7. Years 9 and 10AC9LS10EU03reflect on and evaluate Spanish texts, using metalanguage to discuss language structures and features
  8. Years 9 and 10AC9LS10EU04reflect 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 10AC9LS10U01apply features and conventions of spoken Spanish to extend fluency in responding to and creating texts in familiar and unfamiliar contexts
  10. Years 9 and 10AC9LS10U02apply knowledge of grammatical structures to predict meaning and compose texts that contain some complex structures and ideas
  11. Years 9 and 10AC9LS10U03reflect on and evaluate Spanish texts, using metalanguage to analyse language structures and features
  12. Years 9 and 10AC9LS10U04reflect 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 AC9LS8EU04?

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.