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Foundation to Year 2 Framework for Aboriginal Languages and Torres Strait Islander Languages

The nature of the learner, the pathway and particular language Languages studied in the First Language Learner Pathway (L1) are typically used in spoken form as the language of everyday communication by whole communities across all generations. Typically, …

Elaboration (5) ACLFWC001

identifying trusted people in their community who can help them stay safe and healthy, and rehearsing ways of asking for help in a range of different scenarios

Elaboration (5) ACLFWC002

using appropriate phrases and expressions for turn-taking in games and activities

Elaboration (5) ACLFWC003

participating in and contributing to class discussions using appropriate strategies for turn-taking

Elaboration (5) ACLFWC004

observing and describing different plants, for example, parts of the plant, plant size and shape of leaves and seeds, where/how they grow

Elaboration (5) ACLFWC006

listening to Elders/community members telling stories from the local area, and responding by retelling parts of the story, for example, in the sand, in dot paintings, or through performance

Elaboration (5) ACLFWC009

writing bilingual/multilingual captions for a photographic display about a class event or experience, such as sports day, caring for the school environment, reading night

Elaboration (5) ACLFWC010

talking about family names, given name/s, skin names and moiety as appropriate, for example, maternal versus paternal grandparents, presence or absence of birth order names, and other ways of referring to people

Elaboration (5) ACLFWU014

using knowledge of sound–symbol correspondences to isolate and read syllables, morphemes and familiar words

Elaboration (5) ACLFWU015

learning new words for everyday contexts and for a growing number of school and community contexts

Elaboration (5) ACLFWU016

recognising that writing, like speech, is rule-bound and involves following the conventions of different types of text

Elaboration (5) ACLFWU017

recognising that there may be different languages spoken in the community which can be distinguished by listening carefully

Elaboration (5) ACLFWU019

recognising that some Indigenous languages in Australia are strong, while others are endangered or in the process of being revived or reclaimed

Elaboration (5) ACLFWU021

noticing how gestures and body language differ between cultures, for example, in relation to the use or avoidance of eye contact

Elaboration (5) ACLFWC023

discussing and evaluating protective behaviours to stay safe in different situations, including near water or roads, in the bush or when a person or situation makes them feel uncomfortable or unsafe

Elaboration (5) ACLFWC024

working together to design posters or web pages to promote a school or community event

Elaboration (5) ACLFWC025

building the language of classroom interaction, for example, by asking relevant questions, prompting and checking individual and group understanding, using descriptive and expressive language when recounting experiences

Elaboration (5) ACLFWC026

describing the seasons, identifying and recording indicators of seasonal and weather changes, for example, behaviour of animals, reptiles, birds, insects, plants; changes in wind direction, charting different forms of plants during the seasons, such as …

Elaboration (5) ACLFWC027

recounting an event, an experience or a journey, for example, a hunting trip, providing details such as how they travelled, who was with them, what animals they tracked and sighted, who cooked the animal

Elaboration (5) ACLFWC028

listening to Elders/community speakers telling stories and singing songs, interpreting signs and gestures, talking about key messages and using correct protocols to ask clarifying questions; understanding the significance and role of storytelling and …

Curriculum Types

Curriculum Elements Types