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Elaboration (1) ACLFWC046

designing a campaign or developing a persuasive audio-visual text to promote awareness and invite action on an educational, community, social, environmental or health issue, such as the importance of learning the language at school or the benefits of …

Elaboration (3) ACLFWC047

reflecting on the usefulness of particular learning tasks, discussing their comparative language and literacy development in the language and in English, and documenting their use of their language in school, for example, through recorded notes in a reflective …

Elaboration (6) ACLFWC133

learning to read Country/Place with Elders’ guidance by looking for signs such as animal tracks and fruit fall, migratory birds, turtle tracks, animal behaviour, fresh diggings around a lair, appearance of whales

Elaboration (4) ACLFWU172

learning about language building efforts in their community and the role of particular groups in this process, for example, by visiting the local language centre, history museum or by inviting people involved in the process to talk to the class

Elaboration ACLFWC184

reflecting and reporting on how learning the language provides insights into the relationship between language and culture in general, and how their own assumptions about ways of knowing and being may change through the experience

Elaboration (2) ACLFWC184

keeping a journal of memorable experiences (humorous, satisfying or challenging) associated with learning and using the language in various contexts, noting personal responses and reflections over time and insights gained

Elaboration (3) ACLFWU087

considering why learning an Aboriginal language/Torres Strait Islander language is important to the school community and considering how this promotes Aboriginal languages and Torres Strait Islander languages more generally

Elaboration (3) ACLFWC097

considering how their own upbringing and experiences impact on assumptions they bring to in intercultural interactions, for example, in relation to concepts such as leisure and free time, family and community responsibilities, reflecting on whether these …

Elaboration (3) ACLFWC119

reflecting on how learning the target language provides a distinctive means of understanding the country in which they live, including the relationship between land, the environment and people, and issues of discrimination and reconciliation

Elaboration (4) ACLFWC119

keeping a journal of humorous, satisfying or challenging experiences) associated with learning and using the target language in various contexts, noting personal responses and reflections over time, and insights gained into their own language(s) and …

Elaboration (5) ACLCLU015

reflecting and reporting on how learning Classical Greek gives insights into the relationship between language and culture in general, and how own way of thinking about language, culture and identity may change through the experience

Elaboration (5) ACLCLU045

reflecting and reporting on how learning Latin gives insights into the relationship between language and culture in general, and how own way of thinking about language, culture and identity may change through the experience

Elaboration ACLCLU052

isolating syllables and learning the rules for correctly marking the stress, for example, spec-tá-tor, compared with péc-tor-a

Elaboration (3) ACLARC139

giving advice and sharing ideas with peers about biliteracy development and learning strategies, for example,الأفضل أن نكبّر حجم العنوان؛ هذه الكتابة أفضل من الأخرى؛ أقترح أن نستعمل الألوان في الرسم

Elaboration ACLARU013

learning frequently used words related to the home and school environment, for example,بيت؛ عائلة؛ أب؛ أم؛ إخوة؛ معلمة؛ مدرسة؛ حصّة؛ صف؛ كتاب؛ دراسة؛ فرصة؛ وقت فراغ؛ ايام الأسبوع

Elaboration (1) ACLFRU018

understanding that learning French involves ways of using language that may be unfamiliar (for example, using merci when refusing an offer), and also some ways of behaving and thinking that may be unfamiliar, for example, the importance of food in some …

Elaboration (4) ACLFRC020

swapping or borrowing from each other’s language resources such as word lists to complete shared learning tasks, for example, building an action wall or making adjective-snake-sentences (le chien est: petit, noir, fatigué, triste; Maman est: grande, mince, …

Elaboration (1) ACLFRU032

recognising how different textual elements combine to make meaning (for example, the images, font and script of a web page; the layout, title and illustrations in a picture book; the highlighting of names, dates and times on an invitation), and copying …

Elaboration (3) ACLFRU036

learning how to talk about culture and language, using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions which sit inside language, for example, responding to prompts such as: What does it mean when…? …

Elaboration (3) ACLFRC077

summarising and presenting information relating to topics or themes studied in other curriculum areas, using different modes of presentation to cater for different learning styles, for example, charts, diagrams, recorded spoken commentary or demonstration …

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Cross Curriculum Priorities