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Elaboration (7) ACLFWC091

locating information about social and cultural events in the target language community, such as the time of year they occur and associated activities, presenting findings in chart, poster or digital form

Elaboration (6) ACLFWC094

creating shared art work (visual/ performing) to tell a story, using selected elements, symbols and conventions from the target language culture/community as appropriate

Elaboration (3) ACLFWC098

comparing their own and each other’s reflections on the experience of learning the target language, considering whether their attitudes or understandings have changed in any respects

Elaboration (6) ACLFWU101

recognising language features typically associated with familiar texts, for example, the use of imperatives in games, instructions and procedures, and the use of past and habitual tense in traditional narratives and recounts

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recognising that there are target language materials, such as audiotapes, visual and historical documents, available through community organisations and in local, state and national archives and libraries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 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 (3) ACLFWC112

finding information and making comparisons between past and present ways of living in the target language community and presenting information using charts, pictures, PowerPoint presentations

Elaboration (3) ACLFWC116

demonstrating and explaining elements of non-verbal communication in the target language that require interpretation, such as hand talk, gestures, facial expressions, eye contact, lip pointing

Elaboration (4) ACLFWC116

analysing published bilingual texts, such as children’s stories, health charts, films with sub-titles, commenting on differences between how each language represents meaning

Elaboration (3) ACLFWC117

creating a bilingual display, for example, a video-clip or photographic display showcasing events and experiences such as a trip to the target language community or a bush trip

Elaboration (2) ACLFWU125

reflecting on changes in their own use of their first language(s) over time, noticing how and when new ways are adopted or existing ways adapted

Elaboration ACLFWU128

explaining the role of language in relation to culture and identity and in passing on knowledge, such as sustainable care of the environment, rules for living, ways of behaving, spiritual and cultural functions and History

Elaboration ACLFWC070

identifying, naming, and labelling key topographical features of the target language region, for example, creeks, springs, rocky outcrops, estuaries, reefs, desert landforms, by viewing environmental maps, photos, videos and objects

Elaboration ACLFWC071

using some location terms to talk about and describe the region of the target language, for example, up, down, near, far and using topographical words such as swamp, soakage, reef

Elaboration (2) ACLFWC071

collaboratively recounting details about shared events, such as sports day, excursions, a class visit from an Elder, a visiting performing group from the target language community, for example, by making a BigBook, digital presentation or display

Elaboration (2) ACLFWC077

noticing similarities and differences in language that relates to culture, such as names of foods and animals particular to different climates and environments; and in cultural practices, such as sharing involved in extended families, special times, story-telling, …

Elaboration (1) ACLFWU079

identifying particular forms and structures in the language, for example, those that specify, identify and describe objects and actions, time and place; those that state ownership, ask questions, convey commands

Elaboration (2) ACLFWU082

recognising that ways of speaking vary according to context and situation, for example, language used when interacting with peers during playground games is different to that used with the teaching team and with visiting Elders/community speakers

Elaboration (3) ACLFWU084

recognising general geographic types of Aboriginal and Torres Strait Islander languages, including the target language region, for example, desert, coastal, rain forest, sub-alpine, riverine and seas

Elaboration (4) ACLFWU084

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 classmates by creating a class profile or language …

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