Elaboration (1) ACLFWC118
creating spoken, written or multimodal texts, such as identity maps, timelines, digital presentations or family trees with captions and commentary, to describe key milestones and significant life influences, for example, key people, events, educational …
Elaboration (1) | ACLFWC118 | 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) ACLFWC118
comparing and reflecting on how identity is expressed across cultures and languages, for example by considering the idea of ‘belonging’ as expressed in different languages
Elaboration (2) | ACLFWC118 | 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) ACLFWC118
discussing the role that language and culture play in the identity and well-being of Aboriginal and Torres Strait Islander peoples
Elaboration (3) | ACLFWC118 | 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) ACLFWC118
considering their identity as a ‘second language learner’ and whether it involves changes in aspirations, career considerations or social-networking opportunities
Elaboration (4) | ACLFWC118 | 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) ACLFWC118
investigating how particular policies and practices affect the sense of identity of Aboriginal and Torres Strait Islander peoples, for example, through language loss, separation from Country/Place/family/community
Elaboration (5) | ACLFWC118 | 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) ACLFWC118
reflecting on how the language links the local, regional and national identity of its speakers with land, water, sea and sky
Elaboration (6) | ACLFWC118 | 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 ACLFWC119
reflecting upon the experience of authentic or virtual interaction with the target language and culture, for example, through face-to-face or online interactions with other target language speakers, through visits to the target language community, or …
Elaboration | ACLFWC119 | 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) ACLFWC119
reflecting on how their own ways of behaving may be interpreted when interacting with target language speakers, noticing their own body language and modifying certain behaviours, such as avoiding eye contact
Elaboration (1) | ACLFWC119 | 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) ACLFWC119
reflecting and reporting on how learning the target language provides insights into language and culture in general, and how their own assumptions about target language speakers and ways of knowing and being are changing as a result of intercultural language …
Elaboration (2) | ACLFWC119 | 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) ACLFWC119
reflecting on how learning the target language provides a distinctive means of understanding the country in which they live, including the relationship between land, the environment and people, and issues of discrimination and reconciliation
Elaboration (3) | ACLFWC119 | 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) ACLFWC119
keeping a journal of humorous, satisfying or challenging experiences) associated with learning and using the target language in various contexts, noting personal responses and reflections over time, and insights gained into their own language(s) and …
Elaboration (4) | ACLFWC119 | 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) ACLFWC119
identifying and comparing how emotions or attitudes such as respect, shyness, exuberance or embarrassment are shown/displayed/expressed across different languages and cultures
Elaboration (5) | ACLFWC119 | 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) ACLFWC119
sharing and comparing cultural and intercultural experiences and language capabilities, and exchanging views on the benefits of speaking more than one language, such as having a larger vocabulary to draw on, additional insights and perspectives and opportunities …
Elaboration (6) | ACLFWC119 | 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 ACLFWU120
reading aloud to show comprehension of sound–symbol correspondences and flow of ideas
Elaboration | ACLFWU120 | 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) ACLFWU120
developing metalanguage to describe and talk about elements of sounds and phonology, for example, place and manner of articulation
Elaboration (1) | ACLFWU120 | 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) ACLFWU120
investigating patterns such as consonant and vowel sequences and word level patterns, for example, allowable word final sounds, allowable consonant clusters
Elaboration (2) | ACLFWU120 | 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) ACLFWU120
understanding the major categories of place of articulation in Aboriginal and Torres Strait Islander languages, for example, peripheral, laminal, apical and their realisation across different languages and regions in Australia
Elaboration (3) | ACLFWU120 | 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) ACLFWU120
exploring writing systems based on principles such as syllabic or ideographic
Elaboration (4) | ACLFWU120 | 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 ACLFWU121
understanding case and case marking, for example, of nouns, pronouns and adjectives, noting the sharing of several case functions by single markers, the use of different markers for the same function
Elaboration | ACLFWU121 | 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) ACLFWU121
explaining how verbs can be derived from nouns and vice versa, and comparing with similar processes in English and other known languages
Elaboration (1) | ACLFWU121 | 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