Search

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

The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages LR pathway are generalised in order to cater for the wide range of languages which may be learnt as an LR within the school context. The …

ACLFWC135

Participate in shared listening to, viewing and reading of texts and respond through singing, miming, play-acting, drawing, action and movement[Key concepts: storytelling, response; Key processes: responding, performing, sharing, expressing; Key text …

Elaborations ScOT Terms

ACLFWC136

Create and present shared stories, songs and performances, using familiar words and patterns and support materials[Key concepts: story, performance; Key processes: retelling, singing, re-enacting, dancing, drawing, performing; Key text types: songs, dances, …

Elaborations ScOT Terms

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 (3) ACLFWC131

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

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 (3) ACLFWC133

identifying, naming and labelling salient features of the built environment, for example, dwellings, public buildings, school, places to play, ports and roads

Elaboration (3) ACLFWC134

labelling aspects of daily routines, selecting captions or attaching word bubbles and sharing information with others

Elaboration (3) ACLFWC135

identifying key animals, birds and other characters in stories, songs, performances and dances

Elaboration (3) ACLFWC136

creating digital texts based around familiar contexts and characters using images and captions

Elaboration (3) ACLFWC137

noticing elements of the language that are the same in English, such as the alphabet and some sounds

Elaboration (3) ACLFWC138

creating bilingual resources for classroom learning activities, such as sets of word cards for matching games

Elaboration (3) ACLFWC139

noticing and comparing their own choices and use of words or expressions from different languages when communicating in English

Elaboration (3) ACLFWC140

describing how it feels to use the language in the classroom and with visiting Elders and community members

Elaboration (3) ACLFWU141

reading texts aloud to strengthen their familiarity with sound–symbol relationships, experiment with rhyme and alliteration and with written representations of these features

Elaboration (3) ACLFWU142

recognising the use of common affixes on nouns, for example, the man’s dog’’, to the river’’, in the sea’’

Elaboration (3) ACLFWU143

noticing how texts such as storybooks are sequenced and organised, for example, by identifying the main title and the connections between pictures and text

Elaboration (3) ACLFWU144

identifying skin names, moieties and other groupings where appropriate

Elaboration (3) ACLFWU145

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

Elaboration (3) ACLFWU147

recognising that linguistic diversity in contemporary Australia includes Indigenous as well as non-Indigenous languages, and that Australia has many languages, for example, by identifying languages used by different classmates by creating a class profile …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities