ACLFWU168
Recognise that languages change over time[Key concepts: regional languages, language shift, language loss, borrowing, relatedness; Key processes: identifying, recognising, comparing]
Elaborations ScOT Terms
ACLFWU168 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU194
Explore language building processes and protocols in communities[Key concepts: language revival, protocols, lexical and grammatical resources, advocacy; Key processes: identifying, investigating, discussing]
Elaborations ScOT Terms
ACLFWU194 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU149
Notice that people use language in ways that reflect their culture, such as where and how they live and what is important to them[Key concepts: Country/Place, language, culture, symbol; Key processes: noticing, recognising, questioning, making connections] …
Elaborations ScOT Terms
ACLFWU149 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC162
Notice and describe ways in which the language and associated communicative behaviours are similar or different to other known languages and cultures[Key concepts: language, culture, values, similarity, difference, communication; Key processes: noticing, …
Elaborations ScOT Terms
ACLFWC162 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU164
Expand vocabulary in the language through word-formation processes and recognise and use simple language structures[Key concepts: word formation, word class, grammatical person and number, negation, metalanguage; Key processes: noticing, comparing, applying, …
Elaborations ScOT Terms
ACLFWU164 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU193
Reflect on how ways of using language are shaped by communities’ ways of thinking, behaving and viewing the world, and the role of language in passing on knowledge[Key concepts: Indigenous knowledge, value transmission; Key processes: reflecting, exploring, …
Elaborations ScOT Terms
ACLFWU193 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC130
Interact with each other, the teaching team and visiting Elders/community members, using language and gestures to greet and talk about self and family[Key concepts: self, family and relationships; Key processes: interacting, sharing]
Elaborations ScOT Terms
ACLFWC130 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC139
Describe aspects of self, such as family, school/class and language/s spoken, considering how these contribute to their sense of identity[Key concepts: identity, self, family, belonging; Key processes: describing, explaining, identifying]
Elaborations ScOT Terms
ACLFWC139 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC140
Notice how using different languages involves some different ways of communicating and behaving[Key concepts: language, culture, similarity, difference, respect; Key processes: noticing, comparing, responding]
Elaborations ScOT Terms
ACLFWC140 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU141
Learn the different sounds of the language and link these to written symbols and conventions[Key concepts; pronunciation, intonation, writing; Key processes: imitating, noticing, distinguishing, reading aloud]
Elaborations ScOT Terms
ACLFWU141 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU142
Recognise the function of different word types and understand basic elements of language structures[Key concepts: word function, word order, patterns, rules; Key processes: identifying, recognising, noticing]
Elaborations ScOT Terms
ACLFWU142 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU145
Recognise that different words and language forms are used to address and communicate with people according to relationship and context[Key concepts: kinship, context; Key processes: noticing, recognising]
Elaborations ScOT Terms
ACLFWU145 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU163
Distinguish and produce the speech sounds of the language, understanding how these are represented in writing[Key concepts: punctuation, upper and lower case letters, diacritics, intonation, spelling; Key processes: identifying, discriminating, noticing,listening, …
Elaborations ScOT Terms
ACLFWU163 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU165
Understand that texts such as stories, paintings, songs and dances have distinct purposes and particular language features[Key concepts: text, features, purpose; Key processes: recognising, identifying, distinguishing, applying, linking]
Elaborations ScOT Terms
ACLFWU165 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU167
Understand that speakers vary language forms according to kin relationship and context of situation[Key concepts: kinship, respect, register, silence, taboo; Key processes: observing, examining, explaining, investigating; noticing, recognising]
Elaborations ScOT Terms
ACLFWU167 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU185
Understand and explain the sound patterns in spoken language and use developing phonemic awareness to represent these patterns in written form[Key concepts: metalanguage, patterns, phonetic articulation, syllable; Key processes: reading, investigating, …
Elaborations ScOT Terms
ACLFWU185 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU186
Expand vocabulary and understand and use a range of vocabulary sets and grammatical structures that are available in the language[Key concepts: system, grammatical case, transitivity; Key processes: explaining, discussing]
Elaborations ScOT Terms
ACLFWU186 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU187
Discuss the purpose and roles of various spoken, written and visual texts in the language[Key concepts: text, relationship, intention; Key processes: analysing, investigating, linking and sequencing]
Elaborations ScOT Terms
ACLFWU187 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU189
Discuss variations in language use that reflect different social and cultural contexts, purposes and relationships[Key concepts: respect, silence, kinship; Key processes: examining, explaining, analysing]
Elaborations ScOT Terms
ACLFWU189 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC183
Consider and discuss their own and each other’s ways of communicating and expressing identity, reflecting on how the language links the local, regional and national identity of its speakers with the land[Key concepts: identity, perspective, biography; …
Elaborations ScOT Terms
ACLFWC183 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum