ACLFWC075
Create simple oral, print or multimodal bilingual texts for the classroom environment, such as captions, labels and wall charts[Key concepts: meaning, bilingualism; Key processes: labelling, captioning, displaying, matching]
Elaborations ScOT Terms
ACLFWC075 | 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
ACLFWC076
Describe aspects of self, such as family, school/class and language/s spoken, noticing how these different elements contribute to one’s identity[Key concepts: identity, self, family, belonging; Key processes: describing, explaining, identifying]
Elaborations ScOT Terms
ACLFWC076 | 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
ACLFWC077
Notice what is similar or different to their own language and cultural expression when interacting with songs, stories, games, pictures and artistic expression from the target language and culture[Key concepts: language, culture, similarity, difference, …
Elaborations ScOT Terms
ACLFWC077 | 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
ACLFWU078
Notice and imitate characteristic sounds, intonation patterns and rhythms of the target language(s) and how these relate to the written language[Key concepts: pronunciation, rhythm, intonation, writing; Key processes: imitating, noticing, distinguishing, …
Elaborations ScOT Terms
ACLFWU078 | 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
ACLFWU079
Notice types of words in the target language and understand and use some elements of the target language structure[Key concepts: word function, word order, variation, patterns, rules; Key processes: identifying, recognising, noticing]
Elaborations ScOT Terms
ACLFWU079 | 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
ACLFWU080
Recognise there are many ways of communicating messages in Aboriginal and Torres Strait Islander languages[Key concepts: communication, narrative; Key processes: recognising, identifying]
Elaborations ScOT Terms
ACLFWU080 | 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
ACLFWU081
Identify elements of the kinship system and its role in linking story and natural species and phenomena[Key concepts: kinship, totemic relationships, place, cultural practices; Key processes: identifying, recognising]
Elaborations ScOT Terms
ACLFWU081 | 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
ACLFWU082
Recognise that different words and language forms are used to address and communicate with people according to relationship and context[Key concepts: kinship, context, relationship; Key processes: noticing, recognising]
Elaborations ScOT Terms
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
ACLFWU083
Recognise that languages borrow words from each other[Key concepts: relatedness, word borrowing; Key processes: identifying, recognising, comparing]
Elaborations ScOT Terms
ACLFWU083 | 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
ACLFWU084
Identify the region of the target language and notice how it is part of the broader regional and national language diversity[Key concepts: linguistic diversity, language revival; Key processes: identifying, recognising]
Elaborations ScOT Terms
ACLFWU084 | 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
ACLFWU085
Understand that language belongs to communities and that language learning requires the application of respectful and appropriate behaviour[Key concepts: ownership, belonging, respect; Key processes: demonstrating, applying]
Elaborations ScOT Terms
ACLFWU085 | 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
ACLFWU086
Notice that people use language in ways that reflect their culture, such as where and how they live and what is important to them[Key concepts: Country/Place, Language, Culture, symbol; Key processes: noticing, recognising, questioning, making connections] …
Elaborations ScOT Terms
ACLFWU086 | 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
ACLFWU087
Recognise that Aboriginal and Torres Strait Islander languages are transmitted from generation to generation[Key concept: oral transmission; Key processes: noticing, recognising, considering, valuing]
Elaborations ScOT Terms
ACLFWU087 | 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
ACLFWC088
Interact with peers, the teaching team and visiting Elders/community speakers about aspects of their personal worlds, such as experiences at school, home, everyday routines and favourite pastimes, interests and activities[Key concepts: relationship, kinship, …
Elaborations ScOT Terms
ACLFWC088 | 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
ACLFWC089
Participate in guided tasks that involve following instructions, making things, cooperating with peers, planning for and conducting shared events or activities or presenting at a school performance[Key concepts: collaboration, planning; Key processes: …
Elaborations ScOT Terms
ACLFWC089 | 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
ACLFWC090
Participate in everyday classroom activities and routines, such as responding to questions and requests, asking permission, requesting help, praising or complimenting one another and apologising[Key concepts: routine, interaction; Key processes: responding, …
Elaborations ScOT Terms
ACLFWC090 | 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
ACLFWC091
Gather, classify and compare information from a range of sources associated with the target language Country/Place, community and daily life[Key concepts: community life, leisure, environment, Indigenous knowledge, health and well-being; Key processes: …
Elaborations ScOT Terms
ACLFWC091 | 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
ACLFWC092
Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams, timelines and guided descriptions[Key concepts: Country/Place, community life; Key processes: creating, presenting, profiling]
Elaborations ScOT Terms
ACLFWC092 | 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
ACLFWC093
Listen to, read and view different real and imaginative texts, identifying and making simple statements about key elements, characters and events, and interpreting cultural expressions and behaviours[Key concepts: visual design, representation, journey; …
Elaborations ScOT Terms
ACLFWC093 | 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
ACLFWC094
Create and present imaginative texts that use familiar expressions and modelled language for a range of audiences[Key concepts: imagination, entertainment; Key processes: imagining, creating, experimenting, performing, storytelling; Key text types: raps, …
Elaborations ScOT Terms
ACLFWC094 | 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