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.
Second 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 descriptorAC9L2FF01
with support, recognise and communicate meaning in [Language]
Elaborations (10)
- Elaboration using appropriate greetings and gestures in daily activities in [Language]
- 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 and performing actions, for example, singing a traditional song in [Language] if appropriate or singing ‘Heads, shoulders, knees and toes’ in [Language]
- Elaboration reproducing the sounds and rhythms of [Language] songs and chants by reciting, singing and imitating, for example, listening to the teacher saying animal names and/sounds, and repeating and miming the movement of the animal
- Elaboration transitioning to activities/routines through traditional and contemporary music, for example, moving to a new activity while singing 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, for example, acting out a popular Aboriginal story or Torres Strait Islander story using some modelled [Language]
- 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]
- Elaboration participating in simple dialogues through role-plays that involve taking turns, for example, playing shops using classroom objects or choosing a toy or object by asking for it in [Language]
They identify that [Language] and English are different.
Content descriptorAC9L2FF02
explore, with support, language features of [Language], noticing similarities and differences between [Language] and English
Elaborations (3)
- Elaboration using word walls to focus on words in [Language] and in English and/or other known language(s), for example, using the starting letter to match or sort words and placing them on a word wall
- Elaboration singing children’s songs in [Language] and comparing them with English versions, 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 descriptorAC9L2FF03
identify connections between language and culture
Elaborations (5)
- 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 with the class words and phrases they know in other languages 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 if appropriate, for example, gardening for sustainability based on traditional foods
- Elaboration using the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) map of the languages of Australia to notice the language(s) of First Nations Australians in their local area and/or across Australia
- Elaboration noticing that local names of streets, places and landmarks may 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 · Second 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 | 18 |
| Total | 3 | 18 | |