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Elaboration (13) ACLFWC028

composing a review of a song, story, cartoon, IndigiTUBE clip or television program, providing positive and negative critique, using modelled language and textual features

Elaboration (6) ACLFWC032

using appropriate behaviours and ways of talking in specific kinship relationships, for example, using avoidance language, name substitution, respecting name/word taboos, averting gaze

Elaboration (9) ACLFWC032

identifying markers of identity that may be important across other cultures, for example, elements of language or behaviours associated with family, community, location, age or gender

Elaboration (3) ACLFWU038

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

Elaboration ACLFWU040

identifying and discussing words in the language that have been borrowed from other languages to describe new concepts, for example, words for new things such as, technological innovations

Elaboration (2) ACLFWU043

recognising/noticing how family and community values and behaviours, such as familiarity, mutual obligation, reciprocity, deference or respect and caring for Country/Place are conveyed in the language

Elaboration (7) ACLFWU043

investigating how their community expresses its relationship with the natural environment through language, for example, with seasons, stars, reef, rivers, waterholes, plants and animals

Elaboration ACLFWC049

writing a review/report or create a mock commentary of an event such as a football match, school camp, school dance or music festival, using expressive and specialised language

Elaboration ACLFWU059

explaining the full range of case marking in their language(s), such as the sharing of several case functions by single markers, the use of different markers for the same function

Elaboration (4) ACLFWU060

linking and sequencing ideas to form a cohesive text, using appropriate grammatical forms and language features, for example, serialisation, connectives, embedding, headings and paragraphs

Elaboration (5) ACLFWU061

explaining variations in language use that reflect different levels of formality, authority and status, for example, ways of talking to Elders at formal community events compared to everyday interactions

Elaboration ACLFWU065

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 (7) ACLFWU066

understanding their role as contemporary documenters and users of the language, for example, by interviewing Elders and transcribing stories, reminiscences, advice, ways of doing things, rules for living

Elaboration (2) ACLFWC130

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

Elaboration (2) ACLFWC132

following instructions in language related to transition activities, for example, ‘form a circle’, ‘get into groups of three’, ‘put on your hat’, ‘line up’

Elaboration (1) ACLFWU147

recognising that there are many different Aboriginal and Torres Strait Islander languages in Australia, for example, by viewing Language maps of their region, their state and the whole of Australia

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

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Cross Curriculum Priorities