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

Elaboration (2) ACLFWU146

recognising words in English that have been borrowed from other languages

Elaboration (2) | ACLFWU146 | 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

Elaboration (1) ACLFWU151

building language resources, for example, by creating posters and/or language/cultural displays, and by working with the community language team to create new games and songs in the language

Elaboration (1) | ACLFWU151 | 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

Elaboration ACLFWU148

understanding that each Aboriginal language or Torres Strait Islander language is recognised as belonging to a group of people who are the language owners or custodians

Elaboration | ACLFWU148 | 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

Elaboration (2) ACLFWC137

translating and explaining in English the meaning of words, phrases and gestures used in everyday contexts and situations

Elaboration (2) | ACLFWC137 | 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

Elaboration (3) ACLFWC139

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

Elaboration (3) | 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

Elaboration ACLFWU141

noticing and distinguishing sounds of the language and matching these with written symbols

Elaboration | 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

Elaboration (2) ACLFWU142

becoming aware of how word order may differ from English, for example, noun + qualifier vs qualifier + noun, ‘child happy’ vs ‘happy child’

Elaboration (2) | 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

Elaboration (8) ACLFWU142

noticing that compared to English some words may be left out (ellipsis), or must be included or repeated in phrases and sentences, for example, “(it) went”, “big (dog) ate (it)”

Elaboration (8) | 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

Elaboration (3) ACLFWC140

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

Elaboration (3) | 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

Elaboration (8) ACLFWU141

associating written forms of morphemes, words and phrases with spoken forms of the language

Elaboration (8) | 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

Elaboration (6) ACLFWU142

understanding that some parts of the language may have fallen into disuse and not be known today

Elaboration (6) | 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

Elaboration (4) ACLFWU143

recognising that communication can also occur through sign language

Elaboration (4) | ACLFWU143 | 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

Elaboration (1) ACLFWU146

recognising that some words in the language have come from other languages

Elaboration (1) | ACLFWU146 | 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

Elaboration (3) ACLFWU149

noticing how respect for Elders and Country/Place is built into the language

Elaboration (3) | 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

Elaboration (2) ACLFWU150

considering why learning an Aboriginal and/or Torres Strait Islander language is important in Australia

Elaboration (2) | ACLFWU150 | 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

Elaboration ACLFWU151

using the language in performances at school and wider public community events

Elaboration | ACLFWU151 | 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

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) | ACLFWC131 | 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