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Elaboration (8) ACLFWC023

persuading others in the class to consider a particular point of view or action

Elaboration (9) ACLFWC023

engaging in conversations and discussions with guest speakers, using culturally appropriate interaction protocols such as active listening behaviours, asking questions and offering opinions and ideas

Elaboration (10) ACLFWC023

sharing and explaining opinions about issues of shared interest, for example, parental, school and community expectations, peer pressure and intergenerational perspectives, identifying possible points of agreement or tension

Elaboration (11) ACLFWC023

engaging in online discussions with other young language learners to exchange information about cultural practices, experiences and shared interests, for example, leisure activities, community life, music and sport

Elaboration (12) ACLFWC023

recognising listener and speaker roles and the role of assumed and shared knowledge in everyday communication

Elaboration ACLFWC024

participating with Elders/community members in local cultural traditions and activities, such as, tracking, hunting, gathering and preparing food, looking for schools of fish, searching for honey ants, digging soakages, using hand signs as appropriat …

Elaboration (1) ACLFWC024

following instructions from Elders, for example, cooking bush tucker, making different traditional tools, weaving baskets, collecting beans or shells to make necklaces, making bush shampoo, recording, remembering and explaining the processes to younger …

Elaboration (2) ACLFWC024

collecting resources used for cultural practices in the bush under supervision of Elders, for example, oil, greases, ochre, feathers

Elaboration (3) ACLFWC024

planning and negotiating roles for a class event, such as a cook-up, class display or performance, making a short video or presenting a school-assembly item, planning and conducting an interview with a special class guest

Elaboration (4) ACLFWC024

working together on collaborative tasks that involve negotiation and shared decision-making about content and design, for example, designing posters or menus for special events, designing a class garden, creating picture books for ‘buddy’ classes

Elaboration (5) ACLFWC024

working together to design posters or web pages to promote a school or community event

Elaboration (6) ACLFWC024

conducting, recording and presenting observations and findings of collaborative science experiments, for example, monitoring the movement of cane toads

Elaboration (7) ACLFWC024

working with visual, print and digital modes of expression to create texts such as invitations to/programs for a class performance or event, for example, a reading night

Elaboration (8) ACLFWC024

collaborating to design an item such as a language flag, artefact or logo that incorporates elements of importance to the language community

Elaboration ACLFWC025

discussing differences between ways that they are expected to listen and speak in class and ways they do so in home and community

Elaboration (1) ACLFWC025

identifying particular domains of language use, words and expressions used at school which may be unfamiliar, such as terms related to particular content areas or interactions between teachers and students

Elaboration (2) ACLFWC025

taking on different roles in group and pair work, for example, being leader, recorder, time monitor, or reporting back to the larger group or providing feedback to others about their roles

Elaboration (3) ACLFWC025

using sign language for interactions in the classroom as appropriate

Elaboration (4) ACLFWC025

formulating different types of questions to ask a class visitor, such as open and closed questions and when, why and how questions

Elaboration (5) ACLFWC025

building the language of classroom interaction, for example, by asking relevant questions, prompting and checking individual and group understanding, using descriptive and expressive language when recounting experiences

Curriculum Types

Curriculum Elements Types