Elaboration (1) ACLFWU108
recognising that there are target language materials, such as audiotapes, visual and historical documents, available through community organisations and in local, state and national archives and libraries
Elaboration (1) | ACLFWU108 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWU108
exploring some of the complexities and challenges involved in keeping oral traditions strong
Elaboration (2) | ACLFWU108 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWC109
expressing and exchanging personal experiences, feelings, plans, goals, aspirations and viewpoints, providing reasons or justification
Elaboration | ACLFWC109 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWC109
asking and responding to open-ended questions, for example, why, how, when questions, using modelled sentence patterns
Elaboration (1) | ACLFWC109 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWC109
engaging in face-to-face or online discussions with peers about shared interests, cultural practices and experiences, such as sport, food, study, music or fashion, extending or elaborating meaning, for example, by using comparisons or contrasts
Elaboration (2) | ACLFWC109 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWC109
recounting experiences such as holidays, special events, milestones, sports events or celebrations
Elaboration (3) | ACLFWC109 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (4) ACLFWC109
sharing and comparing information about teenage life, daily routines and responsibilities
Elaboration (4) | ACLFWC109 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC109
sustaining and extending conversations by seeking additional information
Elaboration (5) | ACLFWC109 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (6) ACLFWC109
exchanging opinions about family, friends, teachers, subjects, entertainment, sport and leisure
Elaboration (6) | ACLFWC109 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (7) ACLFWC109
communicating with peers and other target language speakers in local or online communities, using active listening skills, turn-taking cues, requests for clarification and respectful language for agreeing or disagreeing
Elaboration (7) | ACLFWC109 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWC110
participating in planning, making arrangements and negotiating details, using language related to place and activity, for example, organising class events, such as holding a lunch, party or performance
Elaboration | ACLFWC110 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWC110
creating displays, presentations or performances for family, friends or the school community to showcase progress in learning and using the target language
Elaboration (1) | ACLFWC110 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWC110
giving and following instructions to play games or follow procedures such as recipes or making everyday items used by the target language community
Elaboration (2) | ACLFWC110 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWC110
planning and preparing for a real or virtual visit to the target language community, preparing and rehearsing language forms, structures and vocabulary and considering appropriate behaviours
Elaboration (3) | ACLFWC110 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (4) ACLFWC110
planning and participating in learning experiences that combine linguistic and cultural elements, such as an excursion to a target language art exhibition or performance
Elaboration (4) | ACLFWC110 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC110
designing posters, displays and digital presentations to draw attention to issues relevant to the target language community, such as endangered wildlife, erosion, urban development, broadband access, roads and other infrastructure
Elaboration (5) | ACLFWC110 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (6) ACLFWC110
promoting events in the target language community, such as music festivals or footy matches
Elaboration (6) | ACLFWC110 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWC111
stating opinions, making suggestions or providing clarification
Elaboration | ACLFWC111 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWC111
negotiating with class members and members of the teaching team using respectful language when agreeing or disagreeing or negotiating changes
Elaboration (1) | ACLFWC111 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWC111
asking for clarification, such as the spelling or meaning of a word
Elaboration (2) | ACLFWC111 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum