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Elaboration (3) ACLFWU167

reflecting on how they communicate with their own family and friends and with people less close to them, noticing differences in language use and communicative behaviour

Elaboration (1) ACLFWU169

recognising that many Aboriginal and Torres Strait Islander people are multilingual, and discussing reasons for this

Elaboration (1) ACLFWU170

recognising and using principles and protocols of cultural safety when engaging with cultural material/property, such as names of things, peoples and places, visual and aural recordings, art work

Elaboration (1) ACLFWU171

investigating how Aboriginal and Torres Strait Islander peoples express their relationship with the natural environment through language, for example, words/expressions associated with seasons, stars, winds, reefs, rivers, waterholes, plants and anim …

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 (2) ACLFWC179

discussing how key messages and beliefs are communicated through stories and visual and creative arts, for example, comparing the role and representation of animals, people and landscapes in different expressive forms

Elaboration (3) ACLFWC179

discussing and explaining how land, sky, sea, people, plants, animals and social and ecological relationships are expressed through the arts

Elaboration (4) ACLFWC179

investigating traditional and contemporary arts, including paintings, weavings, artefacts, and identifying how they relate to or express elements of Country/Place and people

Elaboration (2) ACLFWC183

creating spoken, written or multimodal texts, such as identity maps, timelines, digital presentations or family trees with captions, to mark key milestones and significant influences in their lives, for example, key people, events, educational experiences, …

Elaboration (4) ACLFWC183

discussing the role that language and culture play in the identity and well-being of Aboriginal and Torres Strait Islander peoples

Elaboration (5) ACLFWC183

investigating how particular policies and practices affect the sense of identity of Aboriginal and Torres Strait Islander peoples, for example, the effect of language loss, separation from Country/Place/family/community

Elaboration (6) ACLFWC183

reflecting on how Aboriginal and Torres Strait Islander Peoples from different nations express their group identity, for example, through practices and symbols such as flags, Welcomes to Country, Indigenous rounds in sporting leagues

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) ACLFWU188

explaining how art forms, songs and dances identify people and places

Elaboration (1) ACLFWU189

analysing and discussing intergenerational differences in language use, for example, young people’s language compared to the language of older generations

Elaboration (2) ACLFWU189

explaining variations in language use that reflect different levels of formality, authority and status, for example, expressions used with respected kin, ways of asking questions of different people

Elaboration ACLFWU192

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

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Cross Curriculum Priorities