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Elaboration (1) ACLFWC055

reflecting on how the language links the local, regional and national identity of its speakers with the land, water, sea and sky

Elaboration (2) ACLFWC008

showing others how different signs and hand talk are used if applicable and explaining basic signs for things from the natural environment, for example, water, animals

Elaboration (7) ACLFWC023

discussing shared values that they see as being important to family, school and community, for example, reciprocating, respect, care for the land/sea/water and community

Elaboration (3) ACLFWC032

identifying and categorising personal and family names, for example, names affiliated with the land, sea/water or sky, names belonging to a moiety or other social groupings

Elaboration ACLFWC055

discussing with Elders how patterns of ownership and management of land, water, sea and sky and associated stories determine rights and responsibilities with respect to those elements

Elaboration (8) ACLFWU043

understanding that Aboriginal languages and Torres Strait Islander languages are storehouses of cultural, environmental and social knowledge

Elaboration (3) ACLFWC050

interpreting and comparing representations of values, people and events in a range of traditional and contemporary texts in a range of environmental, social and ecological contexts

Elaboration (4) ACLFWC031

creating bilingual//multingual resources for ‘buddy classes’, for example, stories, animations, games

Elaboration (6) ACLFWC010

categorising names of students in the class into clans, moieties and other sub-groupings, and where appropriate their affiliations with the natural environment, for example, salt versus fresh water, north versus south wind

Elaboration (5) ACLFWC023

discussing and evaluating protective behaviours to stay safe in different situations, including near water or roads, in the bush or when a person or situation makes them feel uncomfortable or unsafe

Elaboration (12) ACLFWU043

discussing the fact that concepts may be culture-specific, for example, referencing how relationships are structured, how time and quantity are expressed, how elements such as land, sea/water and sky are viewed, spatial awareness

Elaboration (14) ACLFWC026

making and recording observations of how living things such as insects, frogs or plants develop through their life cycles, recognising the effect on these cycles of different environmental factors

Elaboration (7) ACLFWC046

collaboratively planning and presenting a short documentary, for example, on an aspect of community life, a community, an environmental or ethical issue, a good news story or a community or school achievement

Elaboration (2) ACLFWC051

creating a rap or skit, including in digital formats, to perform to their peers that provides commentary on a local social, environmental or community issue that is important to them

Elaboration (4) ACLFWC003

building vocabulary and language forms for thinking and talking about school topics and routines

Elaboration ACLFWU036

linking written morphemes, words and phrases with the spoken forms of the language

Elaboration (4) ACLFWU038

linking ideas using appropriate grammatical forms, for example, connectives, serialisation, embedding

Elaboration (2) ACLFWC024

collecting resources used for cultural practices in the bush under supervision of Elders, for example, oil, greases, ochre, feathers

Elaboration (6) ACLFWU063

understanding how the process of language-building expands existing linguistic and cultural resources in the Australian community

Elaboration ACLFWC004

listening and responding to Elders and community members telling stories about aspects of the past, for example, bush toys and children’s games, hunting, fishing and gathering food, how food was prepared and cooked, implements used, animals that were …

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