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Foundation to Year 2 Framework for Aboriginal Languages and Torres Strait Islander Languages

The nature of the learner, the pathway and particular language Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations. The …

Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Foundation to Year 2

The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. …

ACLFWC074

Translate frequently used words and phrases using visual cues and resources such as word lists[Key concepts: translation, similarity, difference, meaning; Key processes: noticing, identifying, translating]

Elaborations ScOT Terms

ACLFWU082

Recognise that different words and language forms are used to address and communicate with people according to relationship and context[Key concepts: kinship, context, relationship; Key processes: noticing, recognising]

Elaborations ScOT Terms

Elaboration (6) ACLFWU084

recognising shared vocabulary across groups of Aboriginal and Torres Strait Islander languages, for example, ‘hand’, ‘water’, ‘crow’

Elaboration (4) ACLFWC070

naming, labelling and sorting bush foods, animals, plants and natural objects from the environment into culturally appropriate categories, such as, edible/non-edible, meat/non meat, salt water/fresh water, day/night animals, rough/smooth, hard/soft

Elaboration (4) ACLFWC074

showing others how different signs and hand talk are used and explaining basic signs for elements of the natural environment, for example, water, animals

Elaboration ACLFWC070

identifying, naming, and labelling key topographical features of the target language region, for example, creeks, springs, rocky outcrops, estuaries, reefs, desert landforms, by viewing environmental maps, photos, videos and objects

Elaboration ACLFWC074

using classroom resources such as word banks, wall charts, visual dictionaries, word lists and pictures to translate the meaning of single words and common expressions

Elaboration ACLFWC072

performing songs or stories that include repeated phrases, rhythms and non-verbal forms of expression, such as clapping, gestures, facial expressions and dance

Elaboration ACLFWU082

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

Elaboration (1) ACLFWU085

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

Elaboration (3) ACLFWC070

locating key information about the target language region, for example, weather, seasons, daily and seasonal behaviour of animals, using resources such as charts, photos, videos, films, visual prompts and by listening to visiting Elders/community language …

Elaboration (1) ACLFWC072

participating in shared reading of traditional and contemporary stories, responding through mime, drawings with captions, matching captions to images, dance, play-acting and other forms of expression

Elaboration (1) ACLFWC067

interacting with the teaching team and visiting Elders/community speakers using appropriate protocols such as respect terms, behaviour and forms of address, including, for example, using assigned kinship roles

Elaboration (4) ACLFWC073

creating simple songs or new versions of contemporary songs and raps, for example by substituting words and phrases, such as animal names, places or geographical features, adding characters, incorporating non-verbal forms of support, such as clapping, …

Elaboration (1) ACLFWU079

identifying particular forms and structures in the language, for example, those that specify, identify and describe objects and actions, time and place; those that state ownership, ask questions, convey commands

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities