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Elaboration (5) ACLFWC097

monitoring their own development as a learner of the target language, for example, by recording learning experiences and reflections in blogs, learning logs or journals

Elaboration (3) ACLFWC076

describing friends, favourite places, objects and languages they know/ are learning as markers of their identity

Elaboration (2) ACLFWC119

reflecting and reporting on how learning the target language provides insights into language and culture in general, and how their own assumptions about target language speakers and ways of knowing and being are changing as a result of intercultural language …

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 (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 (3) ACLFWU087

considering why learning an Aboriginal language/Torres Strait Islander language is important to the school community and considering how this promotes Aboriginal languages and Torres Strait Islander languages more generally

Elaboration (3) ACLFWC097

considering how their own upbringing and experiences impact on assumptions they bring to in intercultural interactions, for example, in relation to concepts such as leisure and free time, family and community responsibilities, reflecting on whether these …

Elaboration (3) ACLFWC119

reflecting on how learning the target language provides a distinctive means of understanding the country in which they live, including the relationship between land, the environment and people, and issues of discrimination and reconciliation

Elaboration (4) ACLFWC119

keeping a journal of humorous, satisfying or challenging experiences) associated with learning and using the target language in various contexts, noting personal responses and reflections over time, and insights gained into their own language(s) and …

Curriculum Types

Curriculum Elements Types