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Elaboration (5) ACLFWC131

working collaboratively to adapt and perform action songs, for example, by changing lyrics, substituting words and phrases based on modelled patterns, rehearsing and performing songs with appropriate gestures and actions

Elaboration (6) ACLFWC131

grouping and sorting natural objects from Country/Place, for example, leaves, stones, shells according to culturally appropriate categories

Elaboration ACLFWC132

participating in routine exchanges, such as, asking and answering questions, responding to the class roll, describing the weather, requesting classroom objects, participating in school and class creeds/affirmations

Elaboration (1) ACLFWC132

responding to and using routine classroom language, for example, ‘sit down’, ‘stand up’, ‘listen!’ ‘look this way’, ‘tidy up’

Elaboration (2) ACLFWC132

following instructions in language related to transition activities, for example, ‘form a circle’, ‘get into groups of three’, ‘put on your hat’, ‘line up’

Elaboration (3) ACLFWC132

responding to requests and instructions in verbal and non-verbal ways, such as movement, gesture and action, for example, in class and outdoors, in games and songs, or on visits and excursions

Elaboration ACLFWC133

discovering places in the local area that have Indigenous names, such as streets, suburbs, parks, rivers, public institutions

Elaboration (1) ACLFWC133

visiting Country/Place to identify and name key topographical features, for example, creeks, springs, rocky outcrops, estuaries, reefs, desert landforms, taking photos and labelling them to create a class book

Elaboration (2) ACLFWC133

listening to Elders/community members sharing knowledge about Country/Place, identifying and recording key words and vocabulary

Elaboration (3) ACLFWC133

identifying, naming and labelling salient features of the built environment, for example, dwellings, public buildings, school, places to play, ports and roads

Elaboration (4) ACLFWC133

recording the weather and seasons of the Country/Place throughout the year in a picture diary or through a series of captioned paintings, including the seasonal behaviour of animals and what plants grow in particular seasons

Elaboration (5) ACLFWC133

naming, labelling and sorting into culturally appropriate categories elements from the environment such as bush foods, animals, plants and natural objects, classifying in terms of distinctions such as, edible/non-edible, meat/non meat, salt water/fresh …

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 (7) ACLFWC133

locating specific words and familiar phrases in texts such as charts, lists, photos, maps, and using the information to complete guided oral and written tasks

Elaboration (8) ACLFWC133

naming, labelling, drawing and matching outside body parts

Elaboration (9) ACLFWC133

learning and using vocabulary and expressions related to healthy living and eating

Elaboration ACLFWC134

using some location terms to talk about the Country/Place for example, up, down, near, far and using topographical words such as swamp, soakage, reef

Elaboration (1) ACLFWC134

presenting information about elements associated with Country/Place, for example, animals, plants, food, artefacts, using modelled sentences, matching captions to pictures and filling-in-gaps activities

Elaboration (2) ACLFWC134

contributing to a shared recount about an event such as sports day, an excursion, a class visit from an Elder, a visiting performance group from the Country/Place, a community celebration, for example, by making a Big Book, creating a display, digital …

Elaboration (3) ACLFWC134

labelling aspects of daily routines, selecting captions or attaching word bubbles and sharing information with others

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities