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Elaboration (10) ACLFWC004

identifying and labelling some important places in the built environment, for example, dwellings, settlements, community store, health clinic, art centre, ranger station, school, places to play, roads and tracks, describing and explaining their purpose …

Elaboration (10) ACLFWC010

identifying relationships and connections between themselves and other students in the group, considering the nature of groups and sub-groups within the school and larger community

Elaboration (10) ACLFWU014

learning that written text in the language has conventions relating to words, spaces between words, layout on the page

Elaboration (3) ACLFWC001

engaging in class and small group discussions, listening to others and exchanging ideas on topics such as healthy eating, safe behaviours, who to ask for help, responsibilities at home, school and in the community

Elaboration (3) ACLFWC002

working collaboratively with peers and the teaching team, for example, to adapt and perform action songs, make a class Big Book, design posters with a health or behavioural message, create a display, create and perform an item for school assembly

Elaboration (3) ACLFWC003

negotiating with class members and members of the teaching team, using respectful language for agreeing or disagreeing and considering how others might respond before expressing their views

Elaboration (3) ACLFWC004

recognising and drawing and labelling different animal tracks

Elaboration (3) ACLFWC005

creating posters to convey important messages, for example, in relation to health and well-being, caring for Country/Place

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 (3) ACLFWC007

creating new versions of contemporary songs and raps, substituting words and phrases such as animal names, places, geographical features, changing settings and adding characters, incorporating non-verbal forms of support such as clapping, gestures and …

Elaboration (3) ACLFWC008

explaining symbols and their meanings to others

Elaboration (3) ACLFWC009

creating and performing short bilingual/multilingual chants, songs, raps that move between the language and other known languages

Elaboration (3) ACLFWC010

identifying skin names of self and immediate family members

Elaboration (3) ACLFWC011

acknowledging that their first language is a birthright which establishes their identity with respect to their Country/Place and its traditions

Elaboration (3) ACLFWC012

describing how story links plants, animals, people and protocols for visiting country

Elaboration (3) ACLFWC013

considering how they communicate with different friends and family members who speak different languages

Elaboration (3) ACLFWU014

recognising the letters of the alphabet and knowing that there are lower and upper-case letters and that letters are arranged from left to right

Elaboration (3) ACLFWU015

recognising that sentences are key units for expressing ideas

Elaboration (3) ACLFWU016

understanding Country/Place as a text

Elaboration (3) ACLFWU017

recognising that language used in particular interactions can vary between cultural contexts, for example, the different use of kin categories in the language

Curriculum Types

Curriculum Elements Types