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Elaboration (2) ACLFWC068

following instructions by moving around or locating objects in the classroom

Elaboration (2) ACLFWC069

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

Elaboration (2) ACLFWC070

identifying and labelling significant features of the built environment, for example, dwellings, settlements, community store, health clinic, school, places to play, roads and tracks

Elaboration (2) ACLFWC071

collaboratively recounting details about shared events, such as sports day, excursions, a class visit from an Elder, a visiting performing group from the target language community, for example, by making a BigBook, digital presentation or display

Elaboration (2) ACLFWC072

listening to Elders/community speakers tell stories and responding by drawing, labelling and captioning or re-enacting with puppets, props or actions

Elaboration (2) ACLFWC073

re-enacting or retelling simple stories, episodes or interactions with puppets, props, actions or gestures, using modelled language

Elaboration (2) ACLFWC074

explaining to others culture-specific words, for example, names of artefacts or implements, kinship terms of address

Elaboration (2) ACLFWC075

performing presentations for the school community that involve both target language and English language elements, such as a contribution to an assembly or a performance for Grandparents’ Day

Elaboration (2) ACLFWC076

exploring the concept of collective identity, for example by considering the symbolic meaning of Aboriginal and Torres Strait Islander flags, items of dress, use of colour and patterns

Elaboration (2) ACLFWC077

noticing similarities and differences in language that relates to culture, such as names of foods and animals particular to different climates and environments; and in cultural practices, such as sharing involved in extended families, special times, story-telling, …

Elaboration (2) ACLFWU078

experimenting with pronunciation to capture and produce speech patterns within and across single words and phrases

Elaboration (2) ACLFWU079

noticing that compared to English and other known languages 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 (2) ACLFWU080

understanding that texts have a purpose, for example, greetings, Welcome to Country/Acknowledgement of Country/Place, traditional stories, paintings, songs and dances convey community-wide messages

Elaboration (2) ACLFWU081

recognising that people have a personal relationship with place, for example, birth place

Elaboration (2) ACLFWU082

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 and with visiting Elders/community speakers

Elaboration (2) ACLFWU083

recognising that some words in the target language have come from other Aboriginal/Torres Strait Islander languages

Elaboration (2) ACLFWU084

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 (2) ACLFWU085

understanding the purpose of Welcomes to Country/Acknowledgements of Country and talking about their experiences of participating in welcomes and acknowledgements, for example, at school, sporting events, festivities

Elaboration (2) ACLFWU086

recognising that beliefs and behaviours are woven into languages and cannot be separated from them

Elaboration (2) ACLFWU087

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

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