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Elaboration (7) ACLFWC004

classifying animals, plants and natural objects from the environment, using appropriate cultural categories, for example, edible/non-edible, meat/non meat, salt water/fresh water, day/night animals, wood/rock, rough/smooth, hard/soft, things that live …

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 (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 (4) ACLFWC003

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

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 …

Elaboration (8) ACLFWC004

identifying, naming, and labelling key places and topographical features such as creeks, springs, rocky outcrops, water sources, estuaries, reefs, desert landforms, using some location and directional terms such as up, down, near, north, south, east, …

Elaboration ACLFWU017

noticing that different forms of address and kinship terms are used depending on the relationship between participants

Elaboration (1) ACLFWU020

demonstrating and applying respectful and appropriate behaviours, including appropriate language forms, in the presence of visiting Elders/community members

Elaboration ACLFWC008

translating common words, expressions and gestures used in everyday contexts and situations from the language into other known languages and vice versa, using classroom resources such as word banks, wall charts, visual dictionaries, word lists and pi …

Elaboration (7) ACLFWU016

understanding that texts can take many forms; that they can be very short, for example, a sign, or quite long, for example, a story, song or multimodal presentation

Elaboration ACLFWC001

interacting with peers, the teaching team and visiting Elders and community members, using appropriate ways of talking, including terms of respect and forms of address, and using sign language as appropriate

Elaboration (3) ACLFWC007

creating new versions of contemporary songs and raps, substituting words and phrases such as animal names, places, geographical features, changing settings and adding characters, incorporating non-verbal forms of support such as clapping, gestures and …

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