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Elaboration (3) ACLFWC053

creating a bilingual//multilingual display, for example, a photographic display to showcase shared events and experiences, such as a trip to other communities or to the city

Elaboration (3) ACLFWC054

understanding and discussing kinship as a system, and explaining its importance in maintaining and regulating social relationships

Elaboration (3) ACLFWC056

listening to and receiving guidance from Elders on how ceremony, place and Law and are connected through kinship, story and cosmology and how they are demonstrated in community behaviour

Elaboration (3) ACLFWC057

discussing the different things they need to consider, change and accommodate when interacting with speakers of different language backgrounds, for example, watching for signals of misunderstanding, being mindful of different perspectives and traditi …

Elaboration (3) ACLFWU058

recognising how quotation marks may be used to mark parts of text as having special status, for example, quoted (direct) speech, and experimenting with the use of this device in own writing

Elaboration (3) ACLFWU059

explaining how references to people, places, things and events may be varied and modified by using extra words, or particles, or by using affixes, for example, expressions for ‘having’, ‘for want of’, ‘similar to’, ‘like’, and the various forms of ne …

Elaboration (3) ACLFWU060

applying principles of text organisation when developing both oral and written texts to develop or present ideas, noticing differences in characteristic features of oral and written discourse

Elaboration (3) ACLFWU061

distinguishing different registers of language, for example, language of ceremony, mother in-law language, talk used when communicating with older people

Elaboration (3) ACLFWU063

researching the impact of historical events, government policies, legislation and judicial processes, such as stolen generations, mission schools and advocacy on Aboriginal and Torres Strait Islander languages

Elaboration (3) ACLFWU065

exploring how language is important in maintaining traditional culture and society in relation to Aboriginal and Torres Strait Islander peoples and to all Australians

Elaboration (3) ACLFWU066

exploring the role and importance of advocacy in supporting the maintenance and development of language and culture

Elaboration (3) ACLFWC130

listening to questions (such as what, who, where) about self, family, friends and immediate environment and responding with words and actions, including gesture

Elaboration (3) ACLFWC131

accompanying Elders to gather traditional materials, such as nuts, twigs, bark, seeds, shells for use in craft related language activities

Elaboration (3) ACLFWC132

responding to requests and instructions in verbal and non-verbal ways, such as movement, gesture and action, for example, in class and outdoors, in games and songs, or on visits and excursions

Elaboration (3) ACLFWC133

identifying, naming and labelling salient features of the built environment, for example, dwellings, public buildings, school, places to play, ports and roads

Elaboration (3) ACLFWC134

labelling aspects of daily routines, selecting captions or attaching word bubbles and sharing information with others

Elaboration (3) ACLFWC135

identifying key animals, birds and other characters in stories, songs, performances and dances

Elaboration (3) ACLFWC136

creating digital texts based around familiar contexts and characters using images and captions

Elaboration (3) ACLFWC137

noticing elements of the language that are the same in English, such as the alphabet and some sounds

Elaboration (3) ACLFWC138

creating bilingual resources for classroom learning activities, such as sets of word cards for matching games

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Cross Curriculum Priorities