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Elaboration (2) ACLFWC004

learning to read Country/Place with Elders’ guidance, for example, by looking for tell-tale signs such as animal tracks and fruit fall, migratory birds, turtle tracks, animal behaviour, fresh diggings around a lair

Elaboration (2) ACLFWC005

contributing to a shared recount, such as a class photo story to report on an event, for example, a hunting trip, a school visit, an excursion or school or community celebration

Elaboration (2) ACLFWC006

illustrating and describing main characters and key events in stories, songs and performances

Elaboration (2) ACLFWC007

re-enacting or retelling simple stories, episodes or interactions with props, actions and gestures

Elaboration (2) ACLFWC008

showing others how different signs and hand talk are used if applicable and explaining basic signs for things from the natural environment, for example, water, animals

Elaboration (2) ACLFWC009

creating sets of matching bilingual word cards

Elaboration (2) ACLFWC010

identifying self as belonging to part of a family and/or social group, such as a footy group, representing relationships through drawing pictures, adding captions to photos or creating digital presentations

Elaboration (2) ACLFWC011

using appropriate language and behaviour when approaching particular sites of significance and other elements of Country/Place, for example, whispering, silences, making one’s approach known

Elaboration (2) ACLFWC012

talking about how people are linked to song, story, dance and design through kinship systems

Elaboration (2) ACLFWC013

developing language for talking about language and culture, for example, using terms such as ‘difference’, ‘Country’, ‘behaviour’, two ways’, and considering questions such as ‘Why is … like this?’ and ‘Why do people….?’

Elaboration (2) ACLFWU014

learning that the writing system represent sounds and meanings, associating individual sounds or a range of sounds with particular letters and combinations of letters

Elaboration (2) ACLFWU015

identifying common word classes, for example, noun, verb, using available terminology from the language as appropriate

Elaboration (2) ACLFWU016

understanding that texts have a purpose, for example, traditional stories, including hunting and travelling stories, paintings, songs and dances

Elaboration (2) ACLFWU017

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 in school

Elaboration (2) ACLFWU018

noticing that some words used in Australian English have come from Aboriginal or Torres Strait Islander languages, for example, ‘billabong’, ‘dingo’, ‘kangaroo’

Elaboration (2) ACLFWU019

identifying immediate neighbours and the languages they speak, recognising shared vocabulary across groups of neighbouring languages

Elaboration (2) ACLFWU021

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

Elaboration (2) ACLFWU022

recognising that language speakers are the most important primary source of language knowledge

Elaboration (2) ACLFWC023

participating in class, group and paired discussions about shared experiences and topics of interest, learning how to listen to others, to compare experiences, contribute ideas and provide feedback, noticing and talking about how the same event can be …

Elaboration (2) ACLFWC024

collecting resources used for cultural practices in the bush under supervision of Elders, for example, oil, greases, ochre, feathers

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