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Elaboration (3) ACLFWU121

expressing time, manner, attitude and place, using: elaborations of past tense temporal expressions, for example, ‘beforehand’, ‘afterwards’, ‘too late’, ‘originally’ expressions of frequency, immediacy and duration, for example, ‘persistently’, …

Elaboration (3) ACLFWU122

investigating the use of sign language in the target language community and its relation to spoken language

Elaboration (3) ACLFWU123

understanding and discussing kinship as a system, and explaining its importance in maintaining and regulating social relationships in Aboriginal and Torres Strait Islander communities

Elaboration (3) ACLFWU124

investigating constraints that guide forms of address and social interactions such as in certain kin relationships

Elaboration (3) ACLFWU126

researching the impact on Aboriginal and Torres Strait Islander languages in general and on the target language in particular of historical events, government policies, legislation and judicial processes, such as stolen generations, mission schools and …

Elaboration (3) ACLFWU127

accessing, eliciting, recording and storing information appropriately according to cultural norms/mores

Elaboration (3) ACLFWU128

exploring how aspects of traditional culture and society have been preserved through the target language, and discussing the importance of maintaining Australian Aboriginal and Torres Strait Islander languages, for their speakers and for all Australi …

Elaboration (3) ACLFWU129

exploring the role of advocacy in supporting the maintenance and development of languages and associated cultures

Elaboration (2) ACLFWC001

collaboratively recounting experiences they have shared together, for example, trips to the bush or town, school events, sports days, meeting special guests

Elaboration (2) ACLFWC002

participating in traditional and contemporary games, tasks and activities that involve turn-taking, guessing, matching and choosing objects, bush tucker collecting, sand story telling

Elaboration (2) ACLFWC003

negotiating and following class rules and demonstrating understanding of class/school/teacher/community expectations in relation to respectful relationships, right behaviour, and right ways of talking in class and at school

Elaboration (2) ACLFWC004

learning to read Country/Place with Elders’ guidance, for example, by looking for tell-tale signs such as animal tracks and fruit fall, migratory birds, turtle tracks, animal behaviour, fresh diggings around a lair

Elaboration (2) ACLFWC005

contributing to a shared recount, such as a class photo story to report on an event, for example, a hunting trip, a school visit, an excursion or school or community celebration

Elaboration (2) ACLFWC006

illustrating and describing main characters and key events in stories, songs and performances

Elaboration (2) ACLFWC007

re-enacting or retelling simple stories, episodes or interactions with props, actions and gestures

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 (2) ACLFWC009

creating sets of matching bilingual word cards

Elaboration (2) ACLFWC010

identifying self as belonging to part of a family and/or social group, such as a footy group, representing relationships through drawing pictures, adding captions to photos or creating digital presentations

Elaboration (2) ACLFWC011

using appropriate language and behaviour when approaching particular sites of significance and other elements of Country/Place, for example, whispering, silences, making one’s approach known

Elaboration (2) ACLFWC012

talking about how people are linked to song, story, dance and design through kinship systems

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