Years 1 to 2
Languages
ASLANFALFLLY12
Years 1 to 2 Framework for Aboriginal Languages and Torres Strait Islander Languages Achievement Standard
8 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 Year 2, students use [Language] language to interact and share information related to Country/Place, the classroom and themselves. They use cues to respond to questions and instructions, using modelled language. They locate and convey key items of information in texts, using non-verbal, visual and contextual cues to help make meaning. They use familiar words, sentences and modelled language to create texts.
Students recognise and use the sounds and rhythms of spoken [Language]. They demonstrate understanding that [Language] has conventions and rules for non-verbal communication, pronunciation and writing. They give examples of similarities and differences between some features of [Language] and English. They understand that [Language] belongs to Country/Place and Peoples, and is connected with their culture, and notice how this is reflected in their own language(s), culture(s) and identity.
First language learners · Foundation to Year 10 sequence
The 8 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 Year 2, students use [Language] language to interact and share information related to Country/Place, the classroom and themselves.
Content descriptorAC9L1F2C01 Communicating meaning in [Language]
exchange greetings and personal introductions, and respond to instructions and routines
Elaborations (10)
- Elaboration interacting with peers, the teaching team, visiting Elders and/or community members, using appropriate ways of speaking including terms of respect and forms of address, and using gestures or hand signs and language as appropriate
- Elaboration using appropriate language and behaviours with Elders and/or community members, such as showing respect by whispering, silences or making their presence known, for example, knowing not to intrude on Elders when they are in discussion or showing respect when approaching sites of significance and Country/Place
- Elaboration participating in routine classroom or on Country/Place exchanges, such as responding to the class roll, asking and answering questions, making requests and expressing opinions in appropriate ways
- Elaboration participating in and contributing to discussions on Country/Place and in class, using appropriate strategies for turn-taking
- Elaboration engaging in small and whole group discussions, listening to others and exchanging ideas on topics such as favourite books, seasons, animals and stories
- Elaboration encouraging and praising others, using appropriate language and interaction behaviours
- Elaboration talking in appropriate ways about feelings and emotions, and discussing possible strategies or responses when they experience feelings and/or emotions, for example, role-playing different scenarios and describing how they feel
- Elaboration recounting experiences they have shared together, for example, giving a morning story, talking about meals they have shared, trips to the bush or town, school events, sports days or meeting special guests
- Elaboration identifying and naming features of Country/Place to which their own family and kinship groups belong, using drawings, maps or photos to describe to others
- Elaboration describing the totems or colours of the clan group/s relevant to their own identity, for example, tribal colours worn during NAIDOC week or any other significant celebrations
They use cues to respond to questions and instructions, using modelled language.
Content descriptorAC9L1F2C01 Communicating meaning in [Language]
exchange greetings and personal introductions, and respond to instructions and routines
Elaborations (10)
- Elaboration interacting with peers, the teaching team, visiting Elders and/or community members, using appropriate ways of speaking including terms of respect and forms of address, and using gestures or hand signs and language as appropriate
- Elaboration using appropriate language and behaviours with Elders and/or community members, such as showing respect by whispering, silences or making their presence known, for example, knowing not to intrude on Elders when they are in discussion or showing respect when approaching sites of significance and Country/Place
- Elaboration participating in routine classroom or on Country/Place exchanges, such as responding to the class roll, asking and answering questions, making requests and expressing opinions in appropriate ways
- Elaboration participating in and contributing to discussions on Country/Place and in class, using appropriate strategies for turn-taking
- Elaboration engaging in small and whole group discussions, listening to others and exchanging ideas on topics such as favourite books, seasons, animals and stories
- Elaboration encouraging and praising others, using appropriate language and interaction behaviours
- Elaboration talking in appropriate ways about feelings and emotions, and discussing possible strategies or responses when they experience feelings and/or emotions, for example, role-playing different scenarios and describing how they feel
- Elaboration recounting experiences they have shared together, for example, giving a morning story, talking about meals they have shared, trips to the bush or town, school events, sports days or meeting special guests
- Elaboration identifying and naming features of Country/Place to which their own family and kinship groups belong, using drawings, maps or photos to describe to others
- Elaboration describing the totems or colours of the clan group/s relevant to their own identity, for example, tribal colours worn during NAIDOC week or any other significant celebrations
Content descriptorAC9L1F2C02 Communicating meaning in [Language]
participate in a range of guided, play-based language activities, using modelled expressions and visual and spoken cues
Elaborations (6)
- Elaboration participating in games, tasks and activities that involve turn-taking, guessing, matching and choosing objects, for example, categorising names of students in the class into clans, moieties and other sub-groupings, and where appropriate their affiliations with the natural environment such as saltwater versus freshwater, north wind versus south wind
- Elaboration participating in action games and songs, for example, sand storytelling or using toy animals to demonstrate or copy stories
- Elaboration listening to and following guidance from Elders and/or community members, for example, gathering traditional materials such as ochre, nuts, twigs, bark, seeds, shells and feathers and using them to decorate musical instruments or tools, or making bush toys
- Elaboration working collaboratively on a class performance or activity, for example, creating a performance or video for a school assembly or making a class big book on a specific topic to deliver a key message
- Elaboration participating in group activities on Country/Place according to the seasonal calendar, for example, learning from Elders and/or community members about the best time to catch certain fish
- Elaboration practising personal skills such as active listening, and showing self-discipline and respect for others in interactive group situations, for example, playing ‘Pass the secret message’ or playing ‘Aunty says’ with different instructions
Content descriptorAC9L1F2C04 Communicating meaning in [Language]
recognise that language carries cultural meaning in everyday social interactions
Elaborations (8)
- Elaboration using classroom resources such as word banks, wall charts, visual dictionaries, word lists and pictures to translate the meaning of words and expressions from [Language] to English or other known language(s)
- Elaboration explaining the meaning of words, phrases, silences and gestures used in everyday contexts and situations, either from [Language] to other known language, or vice versa
- Elaboration playing matching-pair games using words and phrases used in everyday conversations in [Language] and in other known language(s)
- Elaboration showing others how different signs, gestures or hand talk are used, in particular for elements of the natural environment, such as water and animals
- Elaboration creating bilingual/multilingual texts or resources for various purposes, for example, writing captions or texts in [Language] to match a story
- Elaboration identifying symbols and explaining their meanings to others, for example, animal tracks or understanding the direction to take in a track, noticing bent branches
- Elaboration creating and performing short bilingual/multilingual chants, songs, raps that move between [Language] and other known language(s)
- Elaboration performing simple presentations for the school community that involve language and cultural elements from both [Language] and English or other known language(s), such as a contribution to an assembly or a performance for the wider community
They locate and convey key items of information in texts, using non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9L1F2C03 Communicating meaning in [Language]
locate, with support, key information in familiar texts and respond using gestures, images, words and modelled phrases
Elaborations (11)
- Elaboration listening for key information, specific words and expressions in spoken texts, songs or stories, for example, listening to directions in [Language] as appropriate, such as north, south, east and west, and students turning or moving towards the direction of winds
- Elaboration using [Language] to classify animals, plants and objects collected from home or from the local area if appropriate, for example, edible/non-edible, meat/non-meat, saltwater/freshwater, diurnal/nocturnal animals, wood/rock, rough/smooth, hard/soft, things that live in trees/water, plants that grow together/alone, native/introduced animals
- Elaboration listening to stories in [Language], from Elders and/or community members, about their experiences of using [Language], and asking questions using appropriate protocols
- Elaboration listening to stories and participating in songs or dances from their own traditional Country/Place and Peoples, for example, listening to a story about wind and talking about how wind that blows in a southeast direction belongs to a clan group, and relating this to a student who has a connection with the wind, if appropriate
- Elaboration listening to Elders and/or community members' stories about their local Country/Place in [Language], for example, stories about aspects of the past such as bush toys and children’s games, hunting, fishing and gathering food, how food was prepared and cooked, implements used, animals that were eaten, ways of travelling from place to place, kinds of dwellings, and how water was found, and discussing how old ways inform current or future practices
- Elaboration listening to Rangers talk about local flora and fauna, caring for Country/Place and the environment and taking action, for example, participating in a Clean Up day on the beach or planting trees
- Elaboration participating and discussing key ceremonies and social or cultural events in [Language], such as when they occur and associated activities in the community
- Elaboration learning to use the seasonal calendar to predict when plants will flower or fruit, when certain food sources will be available, or when water will be abundant
- Elaboration identifying, naming and labelling key places and topographical features such as creeks, springs or estuaries, using some location and directional terms such as up, down, near, north, or labelling and drawing inside and outside body parts in [Language] as appropriate
- Elaboration learning to use senses to read and listen to Country/Place, with guidance from Elders and/or community members, for example, looking for telltale signs of presence such as trees and branches, animal tracks and fruit fall, migratory birds, turtle tracks, animal behaviour or fresh diggings around a lair
- Elaboration recording information such as how many turtles come up on a beach or how many fish are caught in a day and representing this information with pictures or words on a graph or table, with teacher guidance
They use familiar words, sentences and modelled language to create texts.
Content descriptorAC9L1F2C05 Communicating meaning in [Language]
use words, familiar phrases and modelled language to create spoken, written and multimodal texts
Elaborations (9)
- Elaboration presenting information in written form about the [Language] region, for example, about different weather and seasons of their Country/Place in a picture diary or a series of paintings or flashcards and annotating them with changes that occur throughout a year, including the seasonal behaviour of animals or plants that grow in particular seasons
- Elaboration presenting spoken information about the [Language] region, for example, in relation to animals, plants, food and artefacts, using key language in sentences and visual aids such as pictures with labels or captions
- Elaboration recounting details in chronological order about shared events such as sports day, excursions or a class visit from an Elder, for example, making a big book, digital presentation or display
- Elaboration using secure digital tools to record their ideas, for example, taking photos on Country/Place and making voice recordings of observations or using modelled sentences to write or draw about the events of the day
- Elaboration recounting aspects of daily routines, selecting captions or attaching word or sentence bubbles, and sharing the information with others, for example, adding pictures of what to do when arriving at home, school or on Country/Place, and labelling them in [Language]
- Elaboration creating posters or a simple skit to convey important messages, for example, using modelled language related to caring for Country/Place, health and wellbeing to create a poster referencing the seasonal calendar or a skit about healthy, local food
- Elaboration engaging in artistic activities, with guidance from Elders and/or community members, such as creating dances, paintings or visual designs inspired by [Language] and culture, for example, creating art based on the seasonal calendar, such as paintings showing how Country/Place, land, waters, sky and all living things are connected, and then contributing this art to a local art exhibition
- Elaboration describing self and their family, for example, drawing pictures of family members or creating a photo story or a family tree and labelling it with appropriate kinship terms
- Elaboration creating and performing their own imaginative stories, using some modelled language
Students recognise and use the sounds and rhythms of spoken [Language].
Content descriptorAC9L1F2U01 Understanding language and culture
recognise that [Language] has an oral tradition; and use the sounds and rhythms of [Language] to make meaning
Elaborations (8)
- Elaboration noticing words which sound similar or the same in [Language] but which have different meanings, for example, bakir can mean ‘rock’ and ‘money’ in Meriam Mir of the Torres Strait Islands, or walang can mean ‘stone’ or ‘money’ in Wiradjuri (Wiradyuri) of NSW
- Elaboration identifying alphabet sounds in [Language] that do not exist in English, for example, the rolling r sound, ng at the start of the word or dh in some different Aboriginal languages and Torres Strait Islander languages
- Elaboration recognising the sounds and syllables of familiar spoken words, for example, jumping, clapping or drumming to words with a different number of syllables
- Elaboration noticing how words and expressions can be separated into syllables to fit different tunes and rhythms, for example, playing with pronunciation from a story
- Elaboration learning, with the visual support of writing, how speech sounds join to form syllables, morphemes and complete words and phrases, for example, ebur with the suffix ira becomes eburira ‘belongs to the bird’ in Meriam Mir of the Torres Strait Islands
- Elaboration recognising high-frequency sight words and morphemes, for example, using the board or flashcards to drill or play with words, such as demonstrating changing meaning when words are added together
- Elaboration developing visual and morphemic knowledge to spell known or less familiar words
- Elaboration learning that writing systems represent sounds and meanings, for example, strengthening familiarity with sound-symbol relationships by reading texts aloud
They demonstrate understanding that [Language] has conventions and rules for non-verbal communication, pronunciation and writing.
Content descriptorAC9L1F2U02 Understanding language and culture
recognise that [Language] has language conventions and grammatical structures, and has an oral tradition that can be represented in written form
Elaborations (8)
- Elaboration understanding word order differences in [Language] compared with English and/or other known language(s)
- Elaboration recognising common prefixes and suffixes in [Language] and how they change a word’s function, for example, completing a quiz to demonstrate understanding
- Elaboration identifying people, places, things and events using nouns, pronouns and adjectives, for example, completing a table to demonstrate understanding
- Elaboration using particular words, phrases and structures in [Language] for specifying, identifying, describing, questioning and requesting
- Elaboration observing different ways of forming new words within [Language], and finding examples
- Elaboration checking for inclusion of relevant punctuation, including capital letters for sentence beginnings, full stops, question marks and exclamation marks
- Elaboration using simple conjunctions to join ideas in [Language]
- Elaboration learning that written text in [Language] has conventions relating to words, spaces between words, and page layout
They give examples of similarities and differences between some features of [Language] and English.
Content descriptorAC9L1F2U03 Understanding language and culture
notice that [Language] has features that may be similar to or different from English
Elaborations (9)
- Elaboration recognising that written texts are made up of words, groups of words, and illustrations or images that together make meaning
- Elaboration developing language awareness and using metalanguage to describe word types such as nouns and verbs, using available terminology in [Language] as appropriate
- Elaboration understanding that texts have a purpose, for example, Creation, Dreamtime, Dreaming or traditional stories, paintings, songs, dances and Country/Place experiences
- Elaboration understanding that there are different ways of telling a story, such as Elders yarning and through song, dance, music and associated visual design, and through painting (body, bark, rock, sand)
- Elaboration recognising that communication may occur through gestures and hand signs in [Language] and English and/or other known language(s), and these may be the same or different, for example, nodding or using the hand signal for stop or using eyes to tell someone to go or to sit
- Elaboration noticing how texts such as storybooks are sequenced and organised in [Language] and English, for example, identifying the main title and connections between pictures and written text
- Elaboration understanding that texts may take many forms; that they may be very short texts such as a sign, or quite long texts such as a story, song or multimodal presentation
- Elaboration recognising that some words in [Language] have come from other Aboriginal languages or Torres Strait Islander languages
- Elaboration noticing and comparing [Language] words and phrases used in everyday life with other known language(s)
They understand that [Language] belongs to Country/Place and Peoples, and is connected with their culture, and notice how this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9L1F2U04 Understanding language and culture
recognise that [Language] and all Aboriginal languages and Torres Strait Islander languages belong to Country/Place and Peoples
Elaborations (6)
- Elaboration understanding the diversity of Aboriginal languages and Torres Strait Islander languages in Australia through viewing traditional and contemporary songs and dances from another Country/Place and Peoples
- Elaboration understanding that each Aboriginal language or Torres Strait Islander language is connected with Country/Place and belongs to a group of people who are the language owners or Custodians
- Elaboration understanding and applying the protocols surrounding the retelling and sharing of stories in their community
- Elaboration understanding that Aboriginal languages and Torres Strait Islander languages have been maintained and passed down through generations by an oral tradition of storytelling, performances and songs, and viewing Country/Place as text
- Elaboration recognising that Elders are the primary source of language and cultural knowledge, and that learning from Elders is a way of maintaining and strengthening [Language] and culture
- Elaboration considering why learning an Aboriginal language and/or Torres Strait Islander language is important
Content descriptorAC9L1F2U05 Understanding language and culture
notice that people use language in ways that reflect cultural identity
Elaborations (9)
- Elaboration understanding the purpose and significance of a Welcome to Country and an Acknowledgement of Country
- Elaboration demonstrating respectful behaviours in the presence of visiting Elders and/or community members, and during visits to important sites
- Elaboration using respectful forms of address for Elders and community members
- Elaboration celebrating significant dates and understanding the reasoning behind the event, for example, NAIDOC Week
- Elaboration noticing the concept of collective identity, including symbols, flags and items of traditional clothing
- Elaboration recognising the relationship among language, place and family in the formation of identity, for example, visiting a local meeting place and understanding its significance throughout generations
- Elaboration recognising significant symbols and features in [Language] language and culture, for example, in dance moves, songs and visual designs
- Elaboration acknowledging that a first language is a birthright which establishes their identity with respect to Country/Place and its traditions
- Elaboration identifying which Country/Place belongs to aside of their family
This achievement standard describes the expected learning for Years 1 to 2 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 |
|---|---|---|---|
| Communicating meaning in [Language] | Interacting in [Language] | 2 | 16 |
| Communicating meaning in [Language] | Mediating meaning in and between languages | 2 | 19 |
| Communicating meaning in [Language] | Creating text in [Language] | 1 | 9 |
| Understanding language and culture | Understanding systems of language | 3 | 25 |
| Understanding language and culture | Understanding the interrelationship of language, culture and identity | 2 | 15 |
| Total | 10 | 84 | |
Frequently Asked Questions
What should students know by the end of Years 1 to 2 Framework for Aboriginal Languages and Torres Strait Islander Languages?
By the end of Year 2, students use [Language] language to interact and share information related to Country/Place, the classroom and themselves. They use cues to respond to questions and instructions, using modelled language. Read the full standard
How many Content Descriptors support this standard?
10 Content Descriptors support this Achievement Standard (Communicating meaning in [Language]: 5, Understanding language and culture: 5).
How does this compare to Foundation?
The Foundation Framework for Aboriginal Languages and Torres Strait Islander Languages standard (ASLANFALFLLFY) covers the preceding curriculum level. Standards build progressively, with Years 1 to 2 expectations extending what was introduced in Foundation.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.