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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 (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 (1) ACLCLU015

considering how learning about the ancient world offers different ways of interpreting the modern world and representing experience

Elaboration (4) ACLCLU015

reflecting on the experience of learning Classical Greek, considering how it might add a further dimension to own sense of identity

Elaboration (2) ACLCLU030

reflecting, such as in discussions, blogs and journals, on experiences in the course of learning Classical Greek and their impact on perceptions of own cultural experience and ways of communicating

Elaboration (4) ACLCLU030

reinterpreting own experience of learning Classical Greek, listening to others’ perspectives and comparing these with own experience

Elaboration (5) ACLCLU030

discussing how learning Classical Greek impacts on own ways of thinking and viewing the world

Elaboration (1) ACLCLU045