Years 3 to 4
Languages
ASLANFALLRY34
Years 3 to 4 Framework for Aboriginal Languages and Torres Strait Islander Languages Achievement Standard
10 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 4, students use [Language] language to initiate structured interactions to share information related to Country/Place, the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts, using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts.
Students reproduce sound combinations and rhythms of spoken [Language]. They demonstrate understanding that [Language] has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in [Language] and make comparisons between [Language] and English. They understand that the [Language] language is passed down from generation to generation by its Custodians and connected with culture and identity. They identify how this is reflected in their own language(s), culture(s) and identity.
Language revival · Foundation to Year 10 sequence
The 10 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 4, students use [Language] language to initiate structured interactions to share information related to Country/Place, the classroom and their personal worlds.
Content descriptorAC9LRF4C01 Communicating meaning in [Language]
initiate exchanges and respond to modelled questions about self, others and the learning environment, using formulaic expressions
Elaborations (9)
- Elaboration greeting teachers and peers appropriately, for example, introducing themselves, their family and pets and/or using their name, their tribal area and totem, and which family member they are from when appropriate
- Elaboration describing oneself in relation to daily routines and hobbies, for example, discussing favourite foods or sports
- Elaboration asking and answering questions, using modelled language when completing information-gap activities to find out key information, for example, interviewing each other about their favourite animals
- Elaboration initiating and responding to language for classroom routines and needs, for example, using formulaic language to ask and answer questions in [Language]
- Elaboration showing interest and respect for others by expressing praise and encouragement, for example, encouraging peers to join in games or sports using phrases such as come and play or equivalent as appropriate in [Language]
- Elaboration using modelled sentences to communicate about personal experiences, for example, sharing information about what they did on the weekend in [Language]
- Elaboration providing opinions about personal interests and leisure activities, for example, expressing preferences for traditional games, dances, music or sports specific to their own culture(s)
- Elaboration describing others, including family members and friends, recognising their relationships, physical appearances and qualities, or describing what people are good at in [Language]
- Elaboration introducing parents or significant others to [Language] language that has been learnt at school
They use modelled language to participate in spoken and written activities that involve planning.
Content descriptorAC9LRF4C02 Communicating meaning in [Language]
participate in activities that involve planning with others, using a range of familiar phrases and modelled structures
Elaborations (6)
- Elaboration interacting with Elders and/or community members, using appropriate protocols and following step-by-step instructions, for example, weaving a fish out of palm fronds or weaving bracelets out of grass
- Elaboration participating in action games, dancing and songs such as playing 'Dog and the bone' in [Language] or choreographing gesture dances in groups to match the meaning in [Language], with guidance from Elders and/or community members
- Elaboration working with others, for example, producing a poster or invitation for a special event or creating a garden
- Elaboration engaging in shared tasks which involve planning and collaborating, for example, rehearsing for presentations or performances such as a skit, or a traditional dance with permission from Elders and/or community members, for a school assembly
- Elaboration participating in national and local community celebrations and significant events, for example, NAIDOC Week, National Reconciliation Week, Harmony Day and Mabo Day
- Elaboration collaborating to create a shared text in [Language], for example, producing a digital photo story after a class activity or event such as an overnight camping trip on Country/Place if appropriate, or at school
They locate and respond to key items of information in texts, using strategies to help interpret and convey meaning in familiar contexts.
Content descriptorAC9LRF4C03 Communicating meaning in [Language]
locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts
Elaborations (8)
- Elaboration identifying the gist of information in short spoken texts with some unfamiliar language, for example, listening to a story in [Language] and understanding or predicting the ending
- Elaboration conveying understanding of plot and sequence in texts, for example, watching a short video in [Language] and writing a timeline with simple supporting commentary
- Elaboration listening to Elders and/or community members tell stories and sing songs, and making connections with their own lives, for example, hearing from Elders about limiting turtle egg collection so that there are enough remaining eggs to maintain the life cycle of turtles, and understanding how to apply sustainability in their own futures
- Elaboration identifying different ways of telling a story through dances and paintings, interpreting artistic traditions and visual designs rooted in First Nations culture, for example, using string to tell Creation, Dreamtime, Dreaming or traditional stories with guidance from Elders and/or community members as appropriate
- Elaboration identifying key messages, values and histories expressed in dances, songs and stories, for example, listening to Elders and/or community members tell their stories about what life was like when they were young and then using modelled language to compare this with their own lives in a Venn diagram in [Language]
- Elaboration participating in and responding to shared and guided reading, retelling, or re-enacting parts of stories in spoken, written, or multimodal form, including traditional stories passed down through generations with permission from Elders and/or community members, or contemporary First Nations media
- Elaboration making predictions about the development or flow of ideas in First Nations texts, using contextual and visual cues
- Elaboration learning songs in [Language] and then arranging the written lyrics in order
Content descriptorAC9LRF4C04 Communicating meaning in [Language]
develop strategies to comprehend and adjust [Language] language in familiar contexts to convey cultural meaning
Elaborations (6)
- Elaboration reviewing simple translations in [Language] and English, and vice versa, noticing similarities, differences and challenges
- Elaboration translating parts of texts such as songs or photo stories, using modelled language
- Elaboration explaining visual designs and performances to others, for example, students listening to and watching Elders perform a traditional dance and then students identifying the cultural meaning
- Elaboration identifying similar cultural gestures in [Language] and English and/or other known language(s), for example, nodding or shaking of the head, thumbs up or down or rolling the eyes if appropriate to [Language]
- Elaboration creating a bilingual/multilingual brochure about their community for a visitor, including a map of key features
- Elaboration creating bilingual/multilingual resources for 'buddy classes', for example, making card games with [Language] on one side and English on the other
They use modelled language and basic syntax to create texts.
Content descriptorAC9LRF4C05 Communicating meaning in [Language]
create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple phrases and sentences, and modelled textual conventions
Elaborations (8)
- Elaboration preparing the script for a talk about Country/Place, using a range of location and direction terms
- Elaboration creating profiles of significant people to present to the class, for example, Elders and/or community members who have made significant contributions to the community, music groups, celebrities or community leaders
- Elaboration recounting stories about their own experiences, such as describing a visit to Country/Place, or sharing cultural practices such as talking about a walk with Elders and/or community members as appropriate, family or going on an excursion
- Elaboration organising and presenting information about traditional and contemporary aspects of the [Language] culture with permission from Elders and/or community members, such as, art, artefacts, dance, sports, and using modelled language and simple sentence structures, familiar vocabulary, and concrete materials, for example, giving a 'show and tell'
- Elaboration telling a story through photo stories, ebooks, dances or drawings, for example, writing a simple imaginative story to match pictures
- Elaboration designing visual representations such as artworks, with guidance from Elders and/or community members, concept maps or posters, to showcase their local community activities such as a fishing event, bottle canoe racing or creating a poster to represent the clans and their shields, if appropriate
- Elaboration creating imaginative texts, such as adapting and performing a story or song, for example, changing the places or characters
- Elaboration creating entertaining texts for younger audiences, for example, audio big books or puppet shows
Students reproduce sound combinations and rhythms of spoken [Language].
Content descriptorAC9LRF4U01 Understanding language and culture
recognise and use modelled combinations of sounds, pronunciation and intonation patterns of [Language] to form words and phrases
Elaborations (7)
- Elaboration practising pronunciation with peers or adults, for example, asking how to say new words, or going for a walk on Country/Place and listening to how Elders and/or community members introduce words, as appropriate
- Elaboration linking written morphemes, words and phrases with the spoken forms of [Language]
- Elaboration playing spelling and sound games such as focusing on learning 2 to 3 syllables, for example, racing to say insects in [Language] using the correct amount of syllables
- Elaboration using word flashcards to play games focusing on pronunciation and intonation patterns
- Elaboration practising different intonation for statements, questions, exclamations and instructions
- Elaboration developing and using pronunciation, phrasing and intonation skills by singing, reciting or reading a short text aloud
- Elaboration choosing new focus words or phrases of the week for the whole school or grade to practise, with a focus on spelling and pronunciation
They demonstrate understanding that [Language] has non-verbal, spoken and written language conventions and rules to create and make meaning.
Content descriptorAC9LRF4U02 Understanding language and culture
recognise [Language] language conventions, grammatical structures and basic syntax, in familiar texts and contexts
Elaborations (11)
- Elaboration noticing patterns in languages, such as free and fixed word order and tenses in verbs, and making sentences without verbs
- Elaboration adding a suffix to a verb to describe the number of people doing the action in simple sentences, for example, creating and completing a table to show variation in suffixes for verbs in [Language], such as I sing, you sing, they sing, we sing or equivalent as appropriate in [Language]
- Elaboration using pronouns and possessives, for example, he/his, she/her or you/your or equivalent as appropriate in [Language]
- Elaboration recognising collective nouns for family members to describe kinship and documenting in a word chart
- Elaboration adjusting words using prefixes and suffixes
- Elaboration using repetition to express adverbs, intensifying meaning, or to express plurality, for example, saying sick twice can mean you are very sick
- Elaboration recognising temporal expressions, before, after, soon or equivalent as appropriate in [Language] and completing a quiz to practise
- Elaboration using modelled expressions of frequency, for example, often, always, once, briefly or equivalent as appropriate in [Language] to complete an information-gap activity
- Elaboration recognising and using modelled locational cases such as in, at, near, besides, to, from or equivalent as appropriate in [Language], for example, giving directions or labelling a picture in a mapping activity or treasure hunt
- Elaboration recognising and using imperatives in games, instructions and procedures, for example, listening to and following classroom instructions in [Language] or playing games such as saying, Take your turn in [Language]
- Elaboration using simple conjunctions to join 2 sentences in [Language], for example, introducing themselves and adding the name of the clan group to which they belong or their totem, if appropriate
They recognise that some terms have cultural meanings.
Content descriptorAC9LRF4C04 Communicating meaning in [Language]
develop strategies to comprehend and adjust [Language] language in familiar contexts to convey cultural meaning
Elaborations (6)
- Elaboration reviewing simple translations in [Language] and English, and vice versa, noticing similarities, differences and challenges
- Elaboration translating parts of texts such as songs or photo stories, using modelled language
- Elaboration explaining visual designs and performances to others, for example, students listening to and watching Elders perform a traditional dance and then students identifying the cultural meaning
- Elaboration identifying similar cultural gestures in [Language] and English and/or other known language(s), for example, nodding or shaking of the head, thumbs up or down or rolling the eyes if appropriate to [Language]
- Elaboration creating a bilingual/multilingual brochure about their community for a visitor, including a map of key features
- Elaboration creating bilingual/multilingual resources for 'buddy classes', for example, making card games with [Language] on one side and English on the other
They identify patterns in [Language] and make comparisons between [Language] and English.
Content descriptorAC9LRF4U03 Understanding language and culture
recognise familiar [Language] language features and compare with those of English, in known contexts
Elaborations (7)
- Elaboration discussing differences between spoken and written texts
- Elaboration developing metalanguage for talking about language, for example, noun, adjective and tense, using resources from both [Language] and English
- Elaboration distinguishing the purpose of a text and its features, for example, a local story to teach a lesson with a beginning, middle and end, or a problem with a solution, or a seasonal calendar to teach knowledge of Country/Place
- Elaboration recognising language features such as metaphors and symbols typically associated with familiar texts, for example, using directional features in [Language] in a seasonal calendar, or noticing how metaphors in stories relate to the meaning
- Elaboration investigating the purpose and use of gestures and hand signs in [Language], English and/or other known language(s), for example, using eye contact, lips, mouth or chin to gesture towards another person
- Elaboration comparing and matching key words in [Language] and English, for example, using a word wall or playing word-matching activities
- Elaboration comparing how ideas are linked using appropriate grammatical forms in [Language] and English
They understand that the [Language] language is passed down from generation to generation by its Custodians and connected with culture and identity.
Content descriptorAC9LRF4U04 Understanding language and culture
recognise that Aboriginal languages and Torres Strait Islander languages are passed down by Custodians from generation to generation
Elaborations (7)
- Elaboration understanding that some Aboriginal languages and Torres Strait Islander languages are being reclaimed and revived due to aspects such as not being allowed to use the language over a long period of time, and displacement due to colonisation
- Elaboration noticing ways communities are revitalising, strengthening or continuing language, for example, learning about ceremonies and traditions from Elders and/or community members, or performing with and for Elders who have passed down the knowledge, if appropriate
- Elaboration recognising that language and culture are being reclaimed and revitalised in their community, for example, by using [Language] within families, in school language programs, and in storytelling and recording stories in written form
- Elaboration researching ways that language and culture are being reclaimed and revitalised in their community
- Elaboration developing an understanding of the protocols surrounding the retelling and sharing of stories
- Elaboration understanding the importance of story and informal yarning in passing on and sustaining language, culture and traditional knowledge
- Elaboration understanding that for many Aboriginal languages and Torres Strait Islander languages, conventions of written text are in the process of being documented, for example, grammar guides and websites are being developed, recorded and shared
Content descriptorAC9LRF4U05 Understanding language and culture
identify connections between [Language] language, culture, Country/Place and identity
Elaborations (7)
- Elaboration understanding how a Welcome to Country or an Acknowledgment of Country relate to self and Country/Place, for example, learning through watching tribal Elders perform a Welcome to Country, if appropriate
- Elaboration demonstrating respectful behaviours in the presence of visiting Elders and/or community members, and during visits to important sites
- Elaboration learning from Elders and/or community members, if appropriate, about roles and responsibilities in caring for Country/Place and how this connects with the importance of preserving cultural heritage
- Elaboration knowing that certain songs, dances, items, tools and places are only for people with cultural connections with them, for example, some sacred places are for men only or women only
- Elaboration comparing cultural practices and language related to food, for example, using [Language] associated with gardening, or when feasting on the bogong moth, or when celebrating a sand-bar opening by eating freshwater fish and prawns
- Elaboration identifying and discussing the meanings of personal and family names and how they relate to identity and reflect ancestral connections with Country/Place, land, waters, sky and all living things, for example, making links between family names and Land when a name has originated from Country/Place
- Elaboration talking about ways a community expresses elements of identity, for example, using [Language] in the local community for media greetings on the radio, on buildings, in parks and streets, at sporting events, on public transport decorated with [Language] art, or on placards at places connected with First Nations stories
They identify how this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9LRF4U04 Understanding language and culture
recognise that Aboriginal languages and Torres Strait Islander languages are passed down by Custodians from generation to generation
Elaborations (7)
- Elaboration understanding that some Aboriginal languages and Torres Strait Islander languages are being reclaimed and revived due to aspects such as not being allowed to use the language over a long period of time, and displacement due to colonisation
- Elaboration noticing ways communities are revitalising, strengthening or continuing language, for example, learning about ceremonies and traditions from Elders and/or community members, or performing with and for Elders who have passed down the knowledge, if appropriate
- Elaboration recognising that language and culture are being reclaimed and revitalised in their community, for example, by using [Language] within families, in school language programs, and in storytelling and recording stories in written form
- Elaboration researching ways that language and culture are being reclaimed and revitalised in their community
- Elaboration developing an understanding of the protocols surrounding the retelling and sharing of stories
- Elaboration understanding the importance of story and informal yarning in passing on and sustaining language, culture and traditional knowledge
- Elaboration understanding that for many Aboriginal languages and Torres Strait Islander languages, conventions of written text are in the process of being documented, for example, grammar guides and websites are being developed, recorded and shared
Content descriptorAC9LRF4U05 Understanding language and culture
identify connections between [Language] language, culture, Country/Place and identity
Elaborations (7)
- Elaboration understanding how a Welcome to Country or an Acknowledgment of Country relate to self and Country/Place, for example, learning through watching tribal Elders perform a Welcome to Country, if appropriate
- Elaboration demonstrating respectful behaviours in the presence of visiting Elders and/or community members, and during visits to important sites
- Elaboration learning from Elders and/or community members, if appropriate, about roles and responsibilities in caring for Country/Place and how this connects with the importance of preserving cultural heritage
- Elaboration knowing that certain songs, dances, items, tools and places are only for people with cultural connections with them, for example, some sacred places are for men only or women only
- Elaboration comparing cultural practices and language related to food, for example, using [Language] associated with gardening, or when feasting on the bogong moth, or when celebrating a sand-bar opening by eating freshwater fish and prawns
- Elaboration identifying and discussing the meanings of personal and family names and how they relate to identity and reflect ancestral connections with Country/Place, land, waters, sky and all living things, for example, making links between family names and Land when a name has originated from Country/Place
- Elaboration talking about ways a community expresses elements of identity, for example, using [Language] in the local community for media greetings on the radio, on buildings, in parks and streets, at sporting events, on public transport decorated with [Language] art, or on placards at places connected with First Nations stories
This achievement standard describes the expected learning for Years 3 to 4 Framework for Aboriginal Languages and Torres Strait Islander Languages · Language revival · 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 | 15 |
| Communicating meaning in [Language] | Mediating meaning in and between languages | 2 | 14 |
| Communicating meaning in [Language] | Creating text in [Language] | 1 | 8 |
| Understanding language and culture | Understanding systems of language | 3 | 25 |
| Understanding language and culture | Understanding the interrelationship of language, culture and identity | 2 | 14 |
| Total | 10 | 76 | |
Frequently Asked Questions
What should students know by the end of Years 3 to 4 Framework for Aboriginal Languages and Torres Strait Islander Languages?
By the end of Year 4, students use [Language] language to initiate structured interactions to share information related to Country/Place, the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. 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 Years 1 to 2?
The Years 1 to 2 Framework for Aboriginal Languages and Torres Strait Islander Languages standard (ASLANFALLRY12) covers the preceding curriculum level. Standards build progressively, with Years 3 to 4 expectations extending what was introduced in Years 1 to 2.
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.