ACLFWC181
Translate and interpret texts from the language to English and vice versa, comparing their versions and considering how to explain elements that involve cultural knowledge or understanding[Key concepts: equivalence, representation, meaning, interpretation, …
Elaborations ScOT Terms
ACLFWC181 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU150
Recognise that learning Aboriginal and Torres Strait Islander languages can provide language revival benefits to communities[Key concept: language ownership, language revival; Key processes: identifying, engaging]
Elaborations ScOT Terms
ACLFWU150 | 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
ACLFWU151
Build the resources of the language by creating, performing and recording new texts, and by creating new contexts for its use[Key concepts: language ownership, language revival; Key processes: noticing, building resources]
Elaborations ScOT Terms
ACLFWU151 | 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
ACLFWU169
Explore the language situation of language communities and the diversity of language contexts in Australia[Key concepts: change, sign, context; Key processes: recognising, discussing, investigating]
Elaborations ScOT Terms
ACLFWU169 | 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
ACLFWU195
Investigate and explain techniques used to build language, considering challenges involved and understanding their role as contemporary documenters of language[Key concepts: language revival, language building, authenticity, linguistic techniques; Key …
Elaborations ScOT Terms
ACLFWU195 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU147
Recognise that the language is part of the broader regional and national language diversity[Key concepts: linguistic diversity, relationship; Key processes: identifying, recognising]
Elaborations ScOT Terms
ACLFWU147 | 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
ACLFWU191
Investigate and compare the ecology of Aboriginal and Torres Strait Islander languages to Indigenous languages in other countries, and consider issues such as language policy, language rights, language loss, advocacy, reform and multilingualism[Key concepts: …
Elaborations ScOT Terms
ACLFWU191 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU168
Recognise that languages change over time[Key concepts: regional languages, language shift, language loss, borrowing, relatedness; Key processes: identifying, recognising, comparing]
Elaborations ScOT Terms
ACLFWU168 | 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
ACLFWU194
Explore language building processes and protocols in communities[Key concepts: language revival, protocols, lexical and grammatical resources, advocacy; Key processes: identifying, investigating, discussing]
Elaborations ScOT Terms
ACLFWU194 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU149
Notice that people use language in ways that reflect their culture, such as where and how they live and what is important to them[Key concepts: Country/Place, language, culture, symbol; Key processes: noticing, recognising, questioning, making connections] …
Elaborations ScOT Terms
ACLFWU149 | 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
ACLFWC162
Notice and describe ways in which the language and associated communicative behaviours are similar or different to other known languages and cultures[Key concepts: language, culture, values, similarity, difference, communication; Key processes: noticing, …
Elaborations ScOT Terms
ACLFWC162 | 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
ACLFWU193
Reflect on how ways of using language are shaped by communities’ ways of thinking, behaving and viewing the world, and the role of language in passing on knowledge[Key concepts: Indigenous knowledge, value transmission; Key processes: reflecting, exploring, …
Elaborations ScOT Terms
ACLFWU193 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC130
Interact with each other, the teaching team and visiting Elders/community members, using language and gestures to greet and talk about self and family[Key concepts: self, family and relationships; Key processes: interacting, sharing]
Elaborations ScOT Terms
ACLFWC130 | 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
ACLFWC139
Describe aspects of self, such as family, school/class and language/s spoken, considering how these contribute to their sense of identity[Key concepts: identity, self, family, belonging; Key processes: describing, explaining, identifying]
Elaborations ScOT Terms
ACLFWC139 | 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
ACLFWC140
Notice how using different languages involves some different ways of communicating and behaving[Key concepts: language, culture, similarity, difference, respect; Key processes: noticing, comparing, responding]
Elaborations ScOT Terms
ACLFWC140 | 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
ACLFWU145
Recognise that different words and language forms are used to address and communicate with people according to relationship and context[Key concepts: kinship, context; Key processes: noticing, recognising]
Elaborations ScOT Terms
ACLFWU145 | 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
ACLFWU165
Understand that texts such as stories, paintings, songs and dances have distinct purposes and particular language features[Key concepts: text, features, purpose; Key processes: recognising, identifying, distinguishing, applying, linking]
Elaborations ScOT Terms
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
ACLFWU167
Understand that speakers vary language forms according to kin relationship and context of situation[Key concepts: kinship, respect, register, silence, taboo; Key processes: observing, examining, explaining, investigating; noticing, recognising]
Elaborations ScOT Terms
ACLFWU167 | 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
ACLFWU185
Understand and explain the sound patterns in spoken language and use developing phonemic awareness to represent these patterns in written form[Key concepts: metalanguage, patterns, phonetic articulation, syllable; Key processes: reading, investigating, …
Elaborations ScOT Terms
ACLFWU185 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU186
Expand vocabulary and understand and use a range of vocabulary sets and grammatical structures that are available in the language[Key concepts: system, grammatical case, transitivity; Key processes: explaining, discussing]
Elaborations ScOT Terms
ACLFWU186 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum