Elaboration (5) ACLFWU079
recognising the use of common affixes on verbs, for example, to indicate tense and mood
Elaboration (5) | ACLFWU079 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC095
interpreting art works and performances to others, including the use of symbolism
Elaboration (5) | ACLFWC095 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWU038
recognising language features typically associated with familiar texts, for example, the use of imperatives in games, instructions and procedures, and the use of past tense in traditional narratives and recounts
Elaboration (3) | ACLFWU038 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWU165
recognising language features typically associated with familiar texts, for example, the use of imperatives in games, instructions and procedures, and the use of past and habitual tenses in stories
Elaboration (2) | ACLFWU165 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (6) ACLFWU101
recognising language features typically associated with familiar texts, for example, the use of imperatives in games, instructions and procedures, and the use of past and habitual tense in traditional narratives and recounts
Elaboration (6) | ACLFWU101 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWU142
identifying people, places, things and events using: nouns, for example, family, kinship, plants/ animals, items in immediate natural and built environments pronouns, for example, personal, interrogative, kinship, demonstrative verbs for simple actions, …
Elaboration (1) | ACLFWU142 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWU079
identifying people, places, things and events using: nouns, for example, relating to family, kinship, items in the immediate natural and built environments pronouns, for example, personal, interrogative, kinship and demonstrative verbs for simple …
Elaboration | ACLFWU079 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (6) ACLFWU038
recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon
Elaboration (6) | ACLFWU038 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWU061
analysing the constraints that guide language use, for example by identifying and explaining why words become taboo, for example, the use of Kumunjayi and other word substitution as part of sorry business
Elaboration (1) | ACLFWU061 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (4) ACLFWU165
recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon
Elaboration (4) | ACLFWU165 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (8) ACLFWU101
recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon
Elaboration (8) | ACLFWU101 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWU105
investigating the nature of the distribution of target language speakers across Australia, the nature and extent of target language use in Australia, the use of the target language in the media, for example, TV programs, films, IndigiTUBE
Elaboration | ACLFWU105 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWU015
understand and use vocabulary relating to familiar and unfamiliar topics, including synonyms and older words that might not currently be used so often
Elaboration | ACLFWU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWU017
recognising that language used in particular interactions can vary between cultural contexts, for example, the different use of kin categories in the language
Elaboration (3) | ACLFWU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
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) | ACLFWU021 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWU022
considering why learning an Aboriginal and/or Torres Strait Islander language at school is important in maintaining and strengthening language use
Elaboration (3) | ACLFWU022 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWU036
understanding how to use sound–symbol relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and sound changes
Elaboration (2) | ACLFWU036 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWU038
investigating the purpose and use of sign language, for example, for hunting, for recently bereaved, for communicating at a distance, for restricting who can understand the message
Elaboration (1) | ACLFWU038 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWU039
reflecting on how they communicate with their own family and friends and with people less close to them, noticing differences in their language use and communicative behaviour
Elaboration (5) | ACLFWU039 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (6) ACLFWU039
recognising that older people in the community use some different words to talk about familiar things
Elaboration (6) | ACLFWU039 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum