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Elaboration (1) ACLFWC133

visiting Country/Place to identify and name key topographical features, for example, creeks, springs, rocky outcrops, estuaries, reefs, desert landforms, taking photos and labelling them to create a class book

Elaboration (1) ACLFWC134

presenting information about elements associated with Country/Place, for example, animals, plants, food, artefacts, using modelled sentences, matching captions to pictures and filling-in-gaps activities

Elaboration (1) ACLFWC135

participating in shared reading of stories, responding through mime captioned drawings, dance, play-acting and other forms of expression

Elaboration (1) ACLFWC136

creating own stories by sequencing a series of pictures with captions or by creating a storyboard with labels, using modelled language and repetitive phrases

Elaboration (1) ACLFWC137

playing matching-pair games using everyday words and expressions from the language and from English

Elaboration (1) ACLFWC138

creating bilingual texts for the school community, such as signs or notices

Elaboration (1) ACLFWC139

identifying self in relation to different groups, such as family, class or peer group, and representing these relationships through drawing captioned pictures, photos or digital presentations (Aboriginal and Torres Strait Islander students may be able …

Elaboration (1) ACLFWC140

noticing similarities and differences between the language and English/other known languages in relation to cultural elements, such as the names of foods and animals particular to the climate and environment; and in cultural practices, such as sharing …

Elaboration (1) ACLFWU141

recognising when the language is being spoken and distinguishing sounds of the language from English sounds and other known languages

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) ACLFWU143

understanding that texts have a purpose, for example, greetings, Welcome to Country/Acknowledgement of Country/Place, traditional stories, paintings, songs and dances that convey community-wide messages

Elaboration (1) ACLFWU144

recognising that Aboriginal and Torres Strait Islander peoples have their own personal relationships with animal species and natural phenomena

Elaboration (1) ACLFWU145

recognising that the way someone is related to others affects how he or she speaks to them

Elaboration (1) ACLFWU146

recognising that some words in the language have come from other languages

Elaboration (1) ACLFWU147

recognising that there are many different Aboriginal and Torres Strait Islander languages in Australia, for example, by viewing Language maps of their region, their state and the whole of Australia

Elaboration (1) ACLFWU148

demonstrating and applying respectful and appropriate behaviours, including appropriate language forms, in the presence of visiting Elders/community members and during visits to important sites

Elaboration (1) ACLFWU149

recognising that in each culture there are general rules of what to say and do, when, where and with whom, and that these rules differ from culture to culture

Elaboration (1) ACLFWU150

identifying and engaging with local identities/personalities/people who are involved in language revival efforts

Elaboration (1) ACLFWU151

building language resources, for example, by creating posters and/or language/cultural displays, and by working with the community language team to create new games and songs in the language

Elaboration (1) ACLFWC152

sharing and reflecting on learning experiences, such as visits, meetings, school and community activities with class members, using gestures, illustrations and graphics to support commentary

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Curriculum Elements Types

Cross Curriculum Priorities