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Years 3 to 6 Framework for Aboriginal Languages and Torres Strait Islander Languages

The nature of the learner, the pathway and particular language Languages studied in the First Language Learner Pathway (L1) are typically used in spoken form as the language of everyday communication by whole communities across all generations. Typically, …

Foundation to Year 2 Framework for Aboriginal Languages and Torres Strait Islander Languages

The nature of the learner, the pathway and particular language Languages studied in the First Language Learner Pathway (L1) are typically used in spoken form as the language of everyday communication by whole communities across all generations. Typically, …

ACLFWU043

Reflect on how a community’s ways of using language are shaped by values and beliefs[Key concepts: Country/Place, cultural expression, transmission, value, belief, spirituality; Key processes: observing, making connections, discussing, investigating]

Elaborations ScOT Terms

ACLFWU059

Develop and use (meta)language to analyse a range of grammatical structures in their language(s) and English[Key concepts: system, grammatical case, affixation, transitivity, particles, metalanguage; Key processes: explaining, discussing, making comparisons …

Elaborations ScOT Terms

Elaboration (5) ACLFWU058

describing the articulatory basis of speech sounds in their language(s)

Elaboration (6) ACLFWU059

discuss the differing treatment of transitivity in the language(s) and in English

Elaboration ACLFWC011

identifying which Country/Place belongs to their mother’s side and which to their father’s side

Elaboration (4) ACLFWU015

recognising common prefixes and suffixes in the language and how they change a word’s function

Elaboration (7) ACLFWC026

investigating and describing how seasons and weather and availability of natural water sources affect people’s lives and practices

Elaboration (2) ACLFWC027

writing narratives about their community’s past and present based on researched facts, characters and events

Elaboration (3) ACLFWC006

discussing their favourite characters or events in familiar stories, songs, performances, making simple evaluative statements and comparing each other’s responses to the texts

Elaboration ACLFWC027

collecting information about each other’s likes, dislikes or interests to create a class profile, chart or database, using checklists, surveys or question cues

Elaboration (3) ACLFWC052

analysing published bilingual texts such as children’s stories, health charts or song lyrics, and commenting on how well the translations have captured original meaning

Elaboration ACLFWU059

explaining the full range of case marking in their language(s), such as the sharing of several case functions by single markers, the use of different markers for the same function

Elaboration (7) ACLFWU065

drawing on their own experiences of using their own language(s) and English in different contexts to consider how language can be either empowering or disempowering and inclusive or exclusive

Elaboration (5) ACLFWC010

talking about family names, given name/s, skin names and moiety as appropriate, for example, maternal versus paternal grandparents, presence or absence of birth order names, and other ways of referring to people

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 (1) ACLFWC057

monitoring and analysing their use of their own language(s) and English in different domains of language use, for example, by keeping a record of when they use each language for different functions or in different contexts

Elaboration (6) ACLFWC057

reflecting on the experience of using the language in the school context, for example, by identifying elements of experience that provide new challenges, such as having to adopt the full form of language as opposed to young people’s talk or regional varieties …

Elaboration (4) ACLFWU059

analysing and explaining the delineation of time, manner, attitude and place in their language(s), for example, temporal expressions such as ‘beforehand’, ‘afterwards’, ‘too late’, ‘originally’, and attitudinal elements such as ‘ought to’, ‘I wish’, and …

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Cross Curriculum Priorities