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Elaboration ACLFWC182

creating shared bilingual learning resources, such as print or digital word banks or glossaries of expressions used in everyday interactions in the language and in English

Elaboration (1) ACLFWC182

creating bilingual learning resources for younger learners, for example, children’s stories and games

Elaboration ACLFWU192

using culturally appropriate protocols when engaging with and learning from Aboriginal and Torres Strait Islander peoples and communities

Elaboration (1) ACLFWC088

sharing and comparing their responses to learning experiences such as visits or school and class activities, using gestures, illustrations and graphics to support the elaboration of meaning

Elaboration (1) ACLFWU105

learning about the current situation of the target language: its state of health and the nature of the speech community, particularly in relation to generational differences

Elaboration (1) ACLFWC110

creating displays, presentations or performances for family, friends or the school community to showcase progress in learning and using the target language

Elaboration (4) ACLFWC110

planning and participating in learning experiences that combine linguistic and cultural elements, such as an excursion to a target language art exhibition or performance

Elaboration (5) ACLFWC111

expressing their responses to the experience of learning and using the target language, for example, by detailing preferences, likes and dislikes in relation to aspects/elements of the experience

Elaboration ACLFWU127

using culturally appropriate protocols when engaging with and learning from Aboriginal and Torres Strait Islander peoples and communities

Elaboration (3) ACLFWC046

negotiating arrangements and solving problems that arise during collaborative learning tasks, weighing up alternatives, negotiating and managing different opinions and perspectives and reaching shared decisions

Elaboration (5) ACLFWU141

learning that writing systems represent sounds and meanings, and becoming familiar with how the alphabet associates individual sounds/ a range of sounds with particular letters/ combinations of letters

Elaboration (7) ACLFWU141

learning the conventions associated with the written form of the language, such as spaces between words, direction of writing and page layout, and comparing these with written forms of English and other known languages

Elaboration (1) ACLFWC152

sharing and reflecting on learning experiences, such as visits, meetings, school and community activities with class members, using gestures, illustrations and graphics to support commentary

Elaboration (2) ACLFWC162

comparing their own and each other’s reflections on the experience of participating in and learning the language, and considering whether their attitudes or understandings have in some respects changed through the experience

Elaboration (2) ACLFWU169

learning about the current language situation in the language: its state of health, the nature of the speech community and generational differences, and discussing reasons for these characteristics

Elaboration (1) ACLFWC184

reflecting on how learning the language provides a distinctive means of understanding the Country/Place, including the relationship between land, the environment and people, and issues of discrimination and reconciliation

Elaboration (4) ACLFWU078

learning that writing systems represent sounds and meanings, and becoming familiar with the alphabetic principles that associate individual sounds/ a range of sounds with particular letters/ combinations of letters

Elaboration (3) ACLFWC098

comparing their own and each other’s reflections on the experience of learning the target language, considering whether their attitudes or understandings have changed in any respects

Elaboration ACLFWC117

creating shared bilingual learning resources, such as print or digital word banks or glossaries of target language and English expressions used in everyday interactions

Elaboration (2) ACLFWC004

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

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Cross Curriculum Priorities