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Elaboration (4) ACLFWU066

identifying keeping places for language texts, for example, in the community or national archives

Elaboration (5) ACLFWU066

understanding the importance of strong and viable Aboriginal and Torres Strait Islander languages for Indigenous and non-Indigenous Australians alike

Elaboration (6) ACLFWU066

considering domains where their language may grow in the future

Elaboration (7) ACLFWU066

understanding their role as contemporary documenters and users of the language, for example, by interviewing Elders and transcribing stories, reminiscences, advice, ways of doing things, rules for living

Elaboration ACLFWC130

participating in everyday exchanges, such as greeting and leave taking

Elaboration (1) ACLFWC130

interacting with the teaching team and visiting Elders/community speakers, using appropriate protocols such as respect terms, behaviour and forms of address

Elaboration (2) ACLFWC130

introducing and describing self, family, friends, favourite objects and pets, using familiar and modelled language, supported by visual props such as drawings, photos

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 ACLFWC131

participating in games, tasks and activities that involve turn taking, guessing, matching and choosing objects using modelled questions and responses

Elaboration (1) ACLFWC131

participating in action games and songs by matching actions to words

Elaboration (2) ACLFWC131

following instructions by moving around or locating objects in the classroom

Elaboration (3) ACLFWC131

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

Elaboration (4) ACLFWC131

working collaboratively on a class performance or activity

Elaboration (5) ACLFWC131

working collaboratively to adapt and perform action songs, for example, by changing lyrics, substituting words and phrases based on modelled patterns, rehearsing and performing songs with appropriate gestures and actions

Elaboration (6) ACLFWC131

grouping and sorting natural objects from Country/Place, for example, leaves, stones, shells according to culturally appropriate categories

Elaboration ACLFWC132

participating in routine exchanges, such as, asking and answering questions, responding to the class roll, describing the weather, requesting classroom objects, participating in school and class creeds/affirmations

Elaboration (1) ACLFWC132

responding to and using routine classroom language, for example, ‘sit down’, ‘stand up’, ‘listen!’ ‘look this way’, ‘tidy up’

Elaboration (2) ACLFWC132

following instructions in language related to transition activities, for example, ‘form a circle’, ‘get into groups of three’, ‘put on your hat’, ‘line up’

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 ACLFWC133

discovering places in the local area that have Indigenous names, such as streets, suburbs, parks, rivers, public institutions

Curriculum Types

Curriculum Elements Types