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Elaboration (2) ACLFWC008

showing others how different signs and hand talk are used if applicable and explaining basic signs for things from the natural environment, for example, water, animals

Elaboration (3) ACLFWC008

explaining symbols and their meanings to others

Elaboration (4) ACLFWC008

recognising that every language has its own words, sounds and gestures that it uses to make meaning

Elaboration ACLFWC009

creating bilingual/multilingual word lists, wall charts, picture dictionaries, using vocabulary encountered in texts such as school signs and notices, songs and storybooks

Elaboration (1) ACLFWC009

creating simple bilingual texts, for example, school/classroom signs, school/classroom rules, timetables, charts, labels for objects used in the classroom and in the community

Elaboration (2) ACLFWC009

creating sets of matching bilingual word cards

Elaboration (3) ACLFWC009

creating and performing short bilingual/multilingual chants, songs, raps that move between the language and other known languages

Elaboration (4) ACLFWC009

performing simple presentations for the school community that involve elements from both the language and other known languages, such as a contribution to an assembly or a performance for the wider community

Elaboration (5) ACLFWC009

writing bilingual/multilingual captions for a photographic display about a class event or experience, such as sports day, caring for the school environment, reading night

Elaboration ACLFWC010

creating poster/kinship chart/tree depicting own family and labelling with appropriate kinship terms for immediate and extended family members

Elaboration (1) ACLFWC010

using sign language for kinship terms and immediate families (if appropriate)

Elaboration (2) ACLFWC010

identifying self as belonging to part of a family and/or social group, such as a footy group, representing relationships through drawing pictures, adding captions to photos or creating digital presentations

Elaboration (3) ACLFWC010

identifying skin names of self and immediate family members

Elaboration (4) ACLFWC010

recognising their own clans and other sub-groupings and the symbolic representation of these, for example, totems and personal relationships with plant/ animal species and Country/Place

Elaboration (5) ACLFWC010

talking about family names, given name/s, skin names and moiety as appropriate, for example, maternal versus paternal grandparents, presence or absence of birth order names, and other ways of referring to people

Elaboration (6) ACLFWC010

categorising names of students in the class into clans, moieties and other sub-groupings, and where appropriate their affiliations with the natural environment, for example, salt versus fresh water, north versus south wind

Elaboration (7) ACLFWC010

learning from Elders appropriate ways of interacting with others and behaving according to kin and other social groupings

Elaboration (8) ACLFWC010

identifying elements of their behaviours or relationships that mark their individual or community identity

Elaboration (9) ACLFWC010

inviting grandparents from different family groups to come and talk about family

Elaboration (10) ACLFWC010

identifying relationships and connections between themselves and other students in the group, considering the nature of groups and sub-groups within the school and larger community

Curriculum Types

Curriculum Elements Types