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Elaboration ACLFWC130

participating in everyday exchanges, such as greeting and leave taking

Elaboration (1) ACLFWC130

interacting with the teaching team and visiting Elders/community speakers, using appropriate protocols such as respect terms, behaviour and forms of address

Elaboration (2) ACLFWC130

introducing and describing self, family, friends, favourite objects and pets, using familiar and modelled language, supported by visual props such as drawings, photos

Elaboration (3) ACLFWC130

listening to questions (such as what, who, where) about self, family, friends and immediate environment and responding with words and actions, including gesture

Elaboration ACLFWC131

participating in games, tasks and activities that involve turn taking, guessing, matching and choosing objects using modelled questions and responses

Elaboration (1) ACLFWC131

participating in action games and songs by matching actions to words

Elaboration (2) ACLFWC131

following instructions by moving around or locating objects in the classroom

Elaboration (3) ACLFWC131

accompanying Elders to gather traditional materials, such as nuts, twigs, bark, seeds, shells for use in craft related language activities

Elaboration (4) ACLFWC131

working collaboratively on a class performance or activity

Elaboration (5) ACLFWC131

working collaboratively to adapt and perform action songs, for example, by changing lyrics, substituting words and phrases based on modelled patterns, rehearsing and performing songs with appropriate gestures and actions

Elaboration (6) ACLFWC131

grouping and sorting natural objects from Country/Place, for example, leaves, stones, shells according to culturally appropriate categories

Elaboration ACLFWC132

participating in routine exchanges, such as, asking and answering questions, responding to the class roll, describing the weather, requesting classroom objects, participating in school and class creeds/affirmations

Elaboration (1) ACLFWC132

responding to and using routine classroom language, for example, ‘sit down’, ‘stand up’, ‘listen!’ ‘look this way’, ‘tidy up’

Elaboration (2) ACLFWC132

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

Elaboration (3) ACLFWC132

responding to requests and instructions in verbal and non-verbal ways, such as movement, gesture and action, for example, in class and outdoors, in games and songs, or on visits and excursions

Elaboration ACLFWC133

discovering places in the local area that have Indigenous names, such as streets, suburbs, parks, rivers, public institutions

Elaboration (1) ACLFWC133

visiting Country/Place to identify and name key topographical features, for example, creeks, springs, rocky outcrops, estuaries, reefs, desert landforms, taking photos and labelling them to create a class book

Elaboration (2) ACLFWC133

listening to Elders/community members sharing knowledge about Country/Place, identifying and recording key words and vocabulary

Elaboration (3) ACLFWC133

identifying, naming and labelling salient features of the built environment, for example, dwellings, public buildings, school, places to play, ports and roads

Elaboration (4) ACLFWC133

recording the weather and seasons of the Country/Place throughout the year in a picture diary or through a series of captioned paintings, including the seasonal behaviour of animals and what plants grow in particular seasons

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