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Elaboration (1) ACLFWC067

interacting with the teaching team and visiting Elders/community speakers using appropriate protocols such as respect terms, behaviour and forms of address, including, for example, using assigned kinship roles

Elaboration (1) ACLFWC068

participating in action games and songs by matching actions to words

Elaboration (1) ACLFWC069

responding to and using routine classroom language, for example, ‘sit down’, ‘stand up’, ‘listen!’ ‘look this way’, ‘tidy up’ in the target language

Elaboration (1) ACLFWC070

listening to an Elder/community speaker sharing knowledge about Country/Place and recording key information

Elaboration (1) ACLFWC071

presenting information about the target language region, for example, in relation to animals, plants, food, artefacts, using modelled sentences, matching captions to pictures and filling in gaps

Elaboration (1) ACLFWC072

participating in shared reading of traditional and contemporary stories, responding through mime, drawings with captions, matching captions to images, dance, play-acting and other forms of expression

Elaboration (1) ACLFWC073

creating own stories by sequencing a series of pictures with captions or by creating a storyboard with labels, using modelled language and repetitive phrases

Elaboration (1) ACLFWC074

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

Elaboration (1) ACLFWC075

creating bilingual texts for the immediate environment, for example, school/classroom signs

Elaboration (1) ACLFWC076

identifying self as belonging to a family, class or peer group, representing these relationships through captioned pictures or photos or by creating digital presentations

Elaboration (1) ACLFWC077

comparing aspects of the lives of children in their own communities with those of children in target language communities as represented in digital images, video clips, IndigiTUBE and stories, for example, comparing ways of playing games, eating food, …

Elaboration (1) ACLFWU078

distinguishing sounds in the language from English sounds and recognising when the target language is being spoken

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 (1) ACLFWU080

recognising that communication can also occur through sign language; identifying and using basic signs for things from the everyday environment

Elaboration (1) ACLFWU081

recognising that Aboriginal and Torres Strait Islander peoples have their own personal relationships with animal species and natural phenomena

Elaboration (1) ACLFWU082

recognising that the way someone is related to others affects how he or she speaks to them

Elaboration (1) ACLFWU083

recognising words in the target language that are borrowed from English

Elaboration (1) ACLFWU084

identifying immediate neighbours of the target language wherever it is spoken

Elaboration (1) ACLFWU085

demonstrating and applying respectful and appropriate behaviours, including the use of appropriate language forms, in the presence of visiting Elders/community members

Elaboration (1) ACLFWU086

recognising that in each culture there are general rules of what to say and do, when, where and with whom, and that these rules differ from culture to culture

Curriculum Types

Curriculum Elements Types