Elaboration (2) ACLFWC057
identifying and reflecting on instances when using both their own language and English in the same interaction makes for easier communication, and sharing their reflections with others
Elaboration (2) | ACLFWC057 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (7) ACLFWU065
drawing on their own experiences of using their own language(s) and English in different contexts to consider how language can be either empowering or disempowering and inclusive or exclusive
Elaboration (7) | ACLFWU065 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (7) ACLFWU141
learning the conventions associated with the written form of the language, such as spaces between words, direction of writing and page layout, and comparing these with written forms of English and other known languages
Elaboration (7) | ACLFWU141 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWU142
understanding that words in the language have different functions, for example, words for things, words for actions, and that these functions are also found in other languages, such as English
Elaboration | ACLFWU142 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWU142
becoming aware of how word order may differ from English, for example, noun + qualifier vs qualifier + noun, ‘child happy’ vs ‘happy child’
Elaboration (2) | ACLFWU142 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
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) | ACLFWU142 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWU145
recognising that language used in particular interactions can vary between cultural contexts, for example, the use of titles in English compared to kin categories in the language
Elaboration (3) | ACLFWU145 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWC159
translating texts, identifying culture-specific concepts and expressions that do not easily translate into English, for example, language related to artefacts, place names, landforms, kinship relations
Elaboration (1) | ACLFWC159 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (6) ACLFWU164
developing metalanguage for talking about language, for example, noun phrases, suffixes, prefixes, tense, transitivity, using resources from both the language and English
Elaboration (6) | ACLFWU164 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (9) ACLFWC177
researching Aboriginal and Torres Strait Islander words used in English, using resources such as the Australian National Dictionary, and identifying and explaining words that come from the local language
Elaboration (9) | ACLFWC177 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWC178
creating a booklet/pamphlet/guide/brochure for the local community that explains the origins of local place names and features their meaning and significance, providing explanations in language and English as appropriate
Elaboration | ACLFWC178 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWC181
translating and interpreting texts from the language to English and vice versa, comparing own interpretations with those of others and discussing what differs and why
Elaboration | ACLFWC181 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (6) ACLFWU186
discussing grammatical and lexical contrasts between the language and English/ other known languages, for example, the figurative use of language, vocabulary associated with specialised domains
Elaboration (6) | ACLFWU186 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWU082
recognising that language used in particular interactions can vary between cultural contexts, for example, the use of titles in English compared to kin categories in the target language
Elaboration (3) | ACLFWU082 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWC096
creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain target language words and related cultural ideas
Elaboration | ACLFWC096 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (4) ACLFWU103
noticing differences in the ways in which both target language speakers and English speakers communicate with different people, for example, with young children, with unfamiliar adults or with Elders
Elaboration (4) | ACLFWU103 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (10) ACLFWU107
identifying how the target language categorises things differently from English, for example, generic words and specific words for animals and plants, such as ‘kangaroo’ and ‘tree’, and consider reasons for this
Elaboration (10) | ACLFWU107 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWC117
creating shared bilingual learning resources, such as print or digital word banks or glossaries of target language and English expressions used in everyday interactions
Elaboration | ACLFWC117 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLCLE003
listening to and reading texts, such as stories about life in the city/country, legends or myths, for example, Theseus and the Minotaur, and responding to questions in English relating to content and context
Elaboration | ACLCLE003 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (7) ACLCLE005
exploring the effect of using the variety of English translations for verb tenses, for example, ἰδών (‘having seen’, ‘after seeing’, ‘on seeing’, ‘seeing’)
Elaboration (7) | ACLCLE005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum