Search

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

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 ACLFWC090

initiating and responding to language for classroom routines and needs, such as requesting a drink, asking permission to leave the classroom, borrowing equipment, using rehearsed phrases and sentences

Elaboration (7) ACLFWC091

locating information about social and cultural events in the target language community, such as the time of year they occur and associated activities, presenting findings in chart, poster or digital form

Elaboration (6) ACLFWC094

creating shared art work (visual/ performing) to tell a story, using selected elements, symbols and conventions from the target language culture/community as appropriate

Elaboration (3) ACLFWC098

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

Elaboration (6) ACLFWU101

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 tense in traditional narratives and recounts

Elaboration (1) ACLFWU108

recognising that there are target language materials, such as audiotapes, visual and historical documents, available through community organisations and in local, state and national archives and libraries

Elaboration ACLFWC110

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

Elaboration (3) ACLFWC112

finding information and making comparisons between past and present ways of living in the target language community and presenting information using charts, pictures, PowerPoint presentations

Elaboration (3) ACLFWC116

demonstrating and explaining elements of non-verbal communication in the target language that require interpretation, such as hand talk, gestures, facial expressions, eye contact, lip pointing

Elaboration (4) ACLFWC116

analysing published bilingual texts, such as children’s stories, health charts, films with sub-titles, commenting on differences between how each language represents meaning

Elaboration (3) ACLFWC117

creating a bilingual display, for example, a video-clip or photographic display showcasing events and experiences such as a trip to the target language community or a bush trip

Elaboration (2) ACLFWU125

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 ACLFWU128

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 ACLCLU010

identifying elements of different types of text, for example, stories, dialogues and speeches, and explaining the relationship between the language and structure used and the purpose of the text

Elaboration (2) ACLCLU011

recognising that Classical Greek is a specific form of the language, evolved from earlier forms such as Mycenaean Greek and the Archaic Greek used in the epics of Homer

Elaboration (3) ACLCLU011

identifying Classical Greek as the Attic/Ionic dialect of the language spoken in the 5th and 4th centuries BCE in Athens, many Aegean islands and the coast of Asia Minor

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements