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Elaboration (8) ACLFWC161

monitoring their development as learners of the language, for example, by recording learning experiences, reflections in blogs, learning logs or journals

Elaboration (9) ACLFWC133

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

Elaboration (4) ACLFWU142

learning the use of common affixes on verbs, for example, to indicate tense or mood

Elaboration (2) ACLFWU150

considering why learning an Aboriginal and/or Torres Strait Islander language is important in Australia

Elaboration (6) ACLFWC175

promoting Reconciliation in community by showcasing local language learning and language revival activities

Elaboration (3) ACLFWC138

creating bilingual resources for classroom learning activities, such as sets of word cards for matching games

Elaboration ACLFWU150

understanding that language is communally owned and therefore owners must be consulted regarding any use of it, including learning it in school

Elaboration (8) ACLFWU163

learning that very similar languages may have different spelling systems, and how this may mask similarities of their sound systems

Elaboration (1) ACLFWC175

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

Elaboration (3) ACLFWC175

planning and participating in learning experiences that combine linguistic and cultural elements, such as an excursion to an art exhibition or performance, sharing responses and reactions

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 (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 (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

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Curriculum Elements Types