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Elaboration ACLFWC067

participating in everyday exchanges, such as greeting and farewelling

Elaboration (1) ACLFWC067

interacting with the teaching team and visiting Elders/community speakers using appropriate protocols such as respect terms, behaviour and forms of address, including, for example, using assigned kinship roles

Elaboration (2) ACLFWC067

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

Elaboration (3) ACLFWC067

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

Elaboration (4) ACLFWC067

expressing likes and dislikes using simple statements

Elaboration ACLFWC068

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

Elaboration (1) ACLFWC068

participating in action games and songs by matching actions to words

Elaboration (2) ACLFWC068

following instructions by moving around or locating objects in the classroom

Elaboration (3) ACLFWC068

using rehearsed language to collaborate and follow instructions, for example, in craft activities using traditional materials such as nuts, twigs, bark, seeds, shells

Elaboration (4) ACLFWC068

working collaboratively to decide on a class performance, activity or action

Elaboration (5) ACLFWC068

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 ACLFWC069

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

Elaboration (1) ACLFWC069

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

Elaboration (2) ACLFWC069

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

Elaboration (3) ACLFWC069

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 ACLFWC070

identifying, naming, and labelling key topographical features of the target language region, for example, creeks, springs, rocky outcrops, estuaries, reefs, desert landforms, by viewing environmental maps, photos, videos and objects

Elaboration (1) ACLFWC070

listening to an Elder/community speaker sharing knowledge about Country/Place and recording key information

Elaboration (2) ACLFWC070

identifying and labelling significant features of the built environment, for example, dwellings, settlements, community store, health clinic, school, places to play, roads and tracks

Elaboration (3) ACLFWC070

locating key information about the target language region, for example, weather, seasons, daily and seasonal behaviour of animals, using resources such as charts, photos, videos, films, visual prompts and by listening to visiting Elders/community language …

Elaboration (4) ACLFWC070

naming, labelling and sorting bush foods, animals, plants and natural objects from the environment into culturally appropriate categories, such as, edible/non-edible, meat/non meat, salt water/fresh water, day/night animals, rough/smooth, hard/soft

Curriculum Types

Curriculum Elements Types