Foundation Framework for Aboriginal Languages and Torres Strait Islander Languages Achievement Standard
3 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of the Foundation year, students use play and imagination to interact and create [Language] texts, with support. They identify that [Language] and English are different. They recognise that there are languages and cultures as well as their own, and that aspects of languages and cultures contribute to their own and others’ cultural identity.
First language learners · Foundation to Year 10 sequence
The 3 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of the Foundation year, students use play and imagination to interact and create [Language] texts, with support.
Content descriptorAC9L1FF01
with support, recognise and communicate meaning in [Language]
Elaborations (10)
- Elaboration using appropriate greetings when interacting with teachers and peers including terms of respect and forms of address for visiting Elders and/or community members
- Elaboration participating in routine exchanges, such as responding to the class roll call or describing the season and weather, for example, choosing the picture and word for the season and weather of the day on a class calendar
- Elaboration participating in songs and chants by singing in [Language] and performing actions, for example, singing a traditional song with appropriate actions in [Language], with guidance from Elders and/or community members
- Elaboration reproducing the sounds and rhythms of [Language] songs and chants by reciting and singing, for example, listening to sentences in Creation, Dreamtime, Dreaming or traditional stories and repeating the sentences with matching movements
- Elaboration transitioning to activities through traditional and contemporary music, for example, moving to a new activity while singing in [Language] or dancing
- Elaboration responding to teacher and peers in [Language]
- Elaboration using [Language] to reinforce daily habits, for example, using flashcards to learn the names of daily habits such as handwashing and brushing teeth
- Elaboration responding to texts such as stories and songs through role-play or movement, illustrating characters, events or scenes
- Elaboration playing with [Language] in a tactile way, such as fingerpainting or drawing in the sand, for example, putting 2 shells on the ground with a flashcard of the number 2 in [Language], or grouping or sorting objects such as shells, sticks or rocks from Country/Place,
- Elaboration participating in simple dialogues through role-plays that involve taking turns, such as exchanging common objects, for example, choosing a toy or object by asking for it in [Language]
They identify that [Language] and English are different.
Content descriptorAC9L1FF02
explore, with support, language features of [Language], making connections between [Language] and English
Elaborations (3)
- Elaboration using word walls to focus on words in [Language] and in English if appropriate, for example, using the starting letter to match or sort words and placing them on a word wall, or playing bingo using flashcards in [Language]
- Elaboration singing children’s songs in [Language] and comparing them with English versions if appropriate, for example, singing a school song with a verse in [Language] and in English, and discussing similarities and differences
- Elaboration tracing simple words in both [Language] and English if appropriate, or other known language(s), noticing similarities and differences
They recognise that there are languages and cultures as well as their own, and that aspects of languages and cultures contribute to their own and others’ cultural identity.
Content descriptorAC9L1FF03
identify connections between language and culture
Elaborations (4)
- Elaboration noticing different languages and cultures of class members and identifying different ways of expressing common terms such as agreement, greetings, welcome, appreciation or equivalent as appropriate in [Language]
- Elaboration sharing words and phrases they know in other known language(s) and cultures, for example, creating anchor charts for display or placing the words/phrases on a classroom word wall
- Elaboration engaging with traditions, customs, traditional dress and food of [Language]-speaking communities, for example, gardening for sustainability based on traditional foods and learning the name and growing or harvesting season of the foods, or dancing for parents and/or community events
- Elaboration identifying local names of streets, places and landmarks that have their origins in language(s) of First Nations Australians
This achievement standard describes the expected learning for Foundation Framework for Aboriginal Languages and Torres Strait Islander Languages · First language learners · Foundation to Year 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Foundation Framework for Aboriginal Languages and Torres Strait Islander Languages | — | 3 | 17 |
| Total | 3 | 17 | |