Search

Elaboration (1) ACLFWU148

demonstrating and applying respectful and appropriate behaviours, including appropriate language forms, in the presence of visiting Elders/community members and during visits to important sites

Elaboration (2) ACLFWU151

noticing that new words can be formed from within the language itself, rather than through borrowing words from other languages

Elaboration (3) ACLFWC156

organising and presenting information relating to language and culture, for example different expressions of storying, art or dance, using simple sentence structures, familiar vocabulary and concrete materials

Elaboration (2) ACLFWC162

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

Elaboration (2) ACLFWU165

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 tenses in stories

Elaboration (1) ACLFWU172

identifying the existence and location of keeping places for texts and resources as language is rebuilt, for example, in the community, national archives, purpose-built interpretative centres

Elaboration (5) ACLFWU173

helping to build a community of learners–speakers who use the language, for example, by teaching younger members of the school community and/or classes in local primary schools

Elaboration ACLFWC175

participating in planning and making arrangements, using language related to place and activity, for example, organising class events, such as holding a lunch, party or performance

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

Elaboration (1) ACLFWC184

reflecting on how learning the language provides a distinctive means of understanding the Country/Place, including the relationship between land, the environment and people, and issues of discrimination and reconciliation

Elaboration (2) ACLFWU189

explaining variations in language use that reflect different levels of formality, authority and status, for example, expressions used with respected kin, ways of asking questions of different people

Elaboration (3) ACLFWU190

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 ACLFWU194

investigating language revival efforts in their own community and neighbouring regions, for example, who and what is involved, successes, challenges and protocols, and what these efforts mean to local communities

Elaboration (1) ACLFWU194

understanding what lexical and grammatical resources and processes are available to build language, for example, linguistic resources and analogies from neighbouring languages, speakers, archival material

Elaboration (2) ACLFWC067

introducing and describing self, family, friends, favourite objects and pets using familiar and modelled language, supported by visual props, for example, drawings, photos

Elaboration (3) ACLFWC068

using rehearsed language to collaborate and follow instructions, for example, in craft activities using traditional materials such as nuts, twigs, bark, seeds, shells

Elaboration (5) ACLFWC070

describing aspects of shared knowledge about the target language region, for example, by pointing to places on a map or at pictures of food sources, plants and animals

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 (5) ACLFWC076

recognising the relationship between language, place and family in the formation of identity in Aboriginal and Torres Strait Islander communities and comparing these to relationships in their own lives

Elaboration (3) ACLFWU078

recognising, imitating and distinguishing between intonation patterns in statements, questions, commands, requests, exclamations and song, and noticing how these are distinguished in written language

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities