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Elaboration (8) ACLFWC050

discussing, debating, evaluating or reviewing a film or contemporary performance, justifying and comparing their individual opinions

Elaboration (8) ACLFWC051

composing expressive texts such as protest statements, personal letters or persuasive speeches that require careful use of emotive or powerful language, noticing how they select language or imagery and the basis for this selection

Elaboration (8) ACLFWC052

researching the types of texts which are transcribed within the school and wider community, discussing reasons for this

Elaboration (8) ACLFWC054

discussing the link between identity and connections to land/sea/water, culture and language and the health and well-being of individuals and community

Elaboration (8) ACLFWC057

identifying ‘repair and recovery’ strategies that can be used to respond to miscommunication between speakers from different languages and cultural backgrounds, for example, self-correction, apology, asking for repetition and clarification, rephrasin …

Elaboration (8) ACLFWU058

recognising phonological affinity in related languages that use differing spelling systems

Elaboration (8) ACLFWU059

demonstrating the main topical areas of the vocabulary, for example, groupings of natural species, cardinal directions, kinship systems, and contrasting these with English

Elaboration (8) ACLFWU065

identifying and comparing how emotions or attitudes such as respect, shyness, happiness or embarrassment are expressed across different languages and cultures

Elaboration (8) ACLFWC133

naming, labelling, drawing and matching outside body parts

Elaboration (8) ACLFWC135

responding to simple questions about characters and events in imaginative and expressive texts such as stories, songs, dances

Elaboration (8) ACLFWU141

associating written forms of morphemes, words and phrases with spoken forms of the language

Elaboration (8) ACLFWU142

noticing that compared to English some words may be left out (ellipsis), or must be included or repeated in phrases and sentences, for example, “(it) went”, “big (dog) ate (it)”

Elaboration (8) ACLFWC153

engaging in shared tasks which involve planning and collaborating, for example, preparing, rehearsing and conducting public presentations and performances, such as an item for a school assembly or a digital presentation about a significant event

Elaboration (8) ACLFWC155

classifying different types of plants/parts of plants and their uses, for example, what different parts are used for or which are poisonous, presenting findings in chart, poster, table, graphic or digital form

Elaboration (8) ACLFWC157

responding to a specific creative text by adapting the original to create a new version, for example, by re-sequencing events, adding new elements, changing time, location or character, or creating an alternative ending

Elaboration (8) ACLFWC161

monitoring their development as learners of the language, for example, by recording learning experiences, reflections in blogs, learning logs or journals

Elaboration (8) ACLFWU163

learning that very similar languages may have different spelling systems, and how this may mask similarities of their sound systems

Elaboration (8) ACLFWU169

investigating ways in which Aboriginal and Torres Strait Islander languages are used in the local region and in the wider Australian community, for example, in the media, in art galleries, festivals, on public transport

Elaboration (8) ACLFWU171

observing that concepts may be culture-specific, for example, expressing spatial awareness, how relationships are structured, how time and quantity are expressed, how land, water, sea and sky are viewed

Elaboration (8) ACLFWC177

interviewing local community members about their experiences of living on the land, their relationship with language and culture and their recollections from the past, recording and presenting key findings

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Cross Curriculum Priorities