Years 1 to 2
Languages
ASLANFALSLLY12
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, and use simple formulaic 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 and modelled language to create texts.
Students reproduce 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.
Second 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 descriptorAC9L2F2C01 Communicating meaning in [Language]
recognise and respond to modelled greetings, instructions and routines; and personal introductions
Elaborations (8)
- Elaboration introducing and describing self, family, friends, pets, and totems where appropriate, using familiar and modelled language supported by visual props such as drawings and photos, for example, creating self-profiles with a family tree
- Elaboration participating in everyday exchanges, such as greeting and interacting with the teaching team and using appropriate behaviours, silences and forms of address to show respect to visiting Elders and/or community members
- Elaboration listening to questions such as what, who, where questions about self, family, friends and the immediate environment, and responding with words and actions including gestures
- Elaboration participating in routine classroom or on Country/Place exchanges, such as responding to the class roll, asking and answering questions, making requests and beginning to express opinions appropriately
- Elaboration using language and/or gestures to express gratitude, appreciation or equivalent as appropriate in [Language]
- Elaboration using some spontaneous expressions with peers such as, But why?, Oh no! or equivalent as appropriate in [Language]
- Elaboration developing words and phrases for talking about being on Country/Place or at school
- Elaboration using [Language] to describe feelings, for example, using modelled language from a word wall to label faces to describe how they are feeling
They use cues to respond to questions and instructions, and use simple formulaic language.
Content descriptorAC9L2F2C01 Communicating meaning in [Language]
recognise and respond to modelled greetings, instructions and routines; and personal introductions
Elaborations (8)
- Elaboration introducing and describing self, family, friends, pets, and totems where appropriate, using familiar and modelled language supported by visual props such as drawings and photos, for example, creating self-profiles with a family tree
- Elaboration participating in everyday exchanges, such as greeting and interacting with the teaching team and using appropriate behaviours, silences and forms of address to show respect to visiting Elders and/or community members
- Elaboration listening to questions such as what, who, where questions about self, family, friends and the immediate environment, and responding with words and actions including gestures
- Elaboration participating in routine classroom or on Country/Place exchanges, such as responding to the class roll, asking and answering questions, making requests and beginning to express opinions appropriately
- Elaboration using language and/or gestures to express gratitude, appreciation or equivalent as appropriate in [Language]
- Elaboration using some spontaneous expressions with peers such as, But why?, Oh no! or equivalent as appropriate in [Language]
- Elaboration developing words and phrases for talking about being on Country/Place or at school
- Elaboration using [Language] to describe feelings, for example, using modelled language from a word wall to label faces to describe how they are feeling
Content descriptorAC9L2F2C02 Communicating meaning in [Language]
participate in a range of guided, play-based language activities, using formulaic 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, a memory game or grouping and sorting natural objects from Country/Place if appropriate
- Elaboration participating in action games, dancing and songs, such as playing ‘Aunty says’ with matching actions or taking turns in skipping games with a song
- Elaboration following directions by moving around or locating objects, such as a treasure hunt in the classroom or a guided walk on Country/Place if appropriate
- Elaboration working collaboratively to adapt and perform a story through a traditional dance, with permission from Elders and/community members
- Elaboration participating in group activities according to the seasonal calendar
- Elaboration using ways of talking and listening that are appropriate for particular activities, for example, sitting and listening to a story and following teacher instructions such as Get ready to listen or similar culturally-appropriate expressions in [Language]
Content descriptorAC9L2F2C04 Communicating meaning in [Language]
notice that language carries cultural meaning in greetings, introductions, instructions and routines
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
- Elaboration explaining the meaning of words, phrases, silences and gestures used in everyday contexts and situations in [Language], English and/or other known language(s)
- Elaboration noticing that different forms of address and kinship terms are used depending on the relationship between participants
- 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 simple story
- Elaboration noticing and naming signs and symbols, and explaining their meanings to others, for example, animal tracks or understanding the direction to take in a track noticing bent branches
- Elaboration playing matching-pair games using words used in everyday conversations in [Language], English and/or other known language(s)
- Elaboration performing simple presentations for the school community that involve elements from [Language], English and/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 descriptorAC9L2F2C03 Communicating meaning in [Language]
locate, with support, key information in familiar texts and respond using gestures, images, words and formulaic phrases
Elaborations (8)
- Elaboration listening for specific words and expressions in spoken texts, songs or stories, for example, raising hands when they hear key words or notice missing words, or showing the gesture to match an animal word
- Elaboration ordering or matching key information in relation to different texts and responding to questions, for example, identifying and labelling pictures of animal tracks, or sequencing pictures from the text to reflect the correct order of events
- Elaboration identifying and engaging with local community members who are involved in language-revival efforts, for example, listening to stories in [Language] or English from Elders and/or community members about their experiences and asking questions using appropriate protocols
- Elaboration listening to stories in [Language] and retelling the stories using modelled language or actions
- Elaboration learning about local issues affecting Country/Place and taking action, for example, planting trees or participating in a Clean Up day on the beach
- Elaboration identifying and discussing key messages expressed in dances, songs, stories and visual designs, using titles, blurbs, book/media covers, and illustrations
- Elaboration learning to use First Nations seasonal calendars to predict events, for example, listening to a story about a bird flying in the sky and predicting that the story will then have windy weather
- Elaboration demonstrating understanding and early literacy skills by labelling, matching, clicking and dragging, drawing, miming and using actions, for example, clicking on favourite animals in a digital application
They use familiar words and modelled language to create texts.
Content descriptorAC9L2F2C05 Communicating meaning in [Language]
use words, familiar phrases and modelled language to create spoken, written and multimodal texts
Elaborations (9)
- Elaboration using key words and simple phrases to annotate a picture, diagram or photo, for example, using some location terms to talk about the region of [Language], such as, up, down, near, far and using modelled topographical words such as swamp, soakage, reef or equivalent as appropriate in [Language]
- Elaboration presenting information about the [Language] region, for example, in relation to animals, plants, food and artefacts, using modelled sentences, captions and pictures
- Elaboration recounting details about shared events such as sports day, excursions or a class visit from Elders and/or community members, for example, by collaboratively 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 labelling aspects of daily routines, selecting captions or attaching word bubbles and sharing the information with others, for example, adding pictures of what to do when arriving at home, school or on Country/Place if appropriate, and labelling them in [Language]
- Elaboration creating posters or a simple skit to convey important messages, for example, using modelled language related to health and wellbeing or caring for Country/Place to create a poster or skit about healthy, local food or referencing the seasonal calendar
- 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 the Country/Place and Peoples, 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 immediate family members or creating a photo story or a family tree and labelling it with appropriate kinship terms
- Elaboration creating their own stories by sequencing a series of pictures and adding captions or commentary, or by creating a storyboard with labels
Students reproduce the sounds and rhythms of spoken [Language].
Content descriptorAC9L2F2U01 Understanding language and culture
recognise that [Language] has an oral tradition; and reproduce the sounds and rhythms of [Language]
Elaborations (9)
- Elaboration using a table of consonants and vowels to read [Language] aloud
- Elaboration noticing similar sounds between [Language], English and/or other known language(s)
- Elaboration noticing alphabet sounds 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 copying teacher pronunciation of short vowels in [Language]
- Elaboration recognising the sounds and syllables of familiar spoken words, for example, jumping, clapping or drumming along to words with a different number of syllables
- Elaboration using picture flashcards to play games focusing on pronunciation
- Elaboration recognising when original [Language] is being spoken or if a word has come from an English word, for example, playing a game where the students stand up when the word is an original word in [Language] and sit down when the word is from English
- Elaboration experimenting with sound patterns in songs and noticing how words and expressions can be separated into syllables to fit different tunes and rhythms, for example, playing with pronunciation from a story such as ‘The River’ or ‘Brown Bear, Brown Bear, What Do You See?’ adapted in [Language]
- Elaboration learning that writing systems represent sounds and meanings, for example, strengthening familiarity with sound-symbol relationships and experimenting with onomatopoeia and alliteration by reading texts aloud
They demonstrate understanding that [Language] has conventions and rules for non-verbal communication, pronunciation and writing.
Content descriptorAC9L2F2U02 Understanding language and culture
recognise that [Language] has language conventions and has an oral tradition that can be represented in written form
Elaborations (6)
- Elaboration recognising that verbs indicate actions
- Elaboration using pronouns such as I, you or equivalent as appropriate in [Language]
- Elaboration recognising imperatives that are formed by the addition of a suffix to a base verb and creating a word chart to show a range of instructions and directions
- Elaboration recognising particular words, phrases and structures in [Language] for specifying, identifying, describing, questioning and requesting
- Elaboration checking for inclusion of relevant punctuation, including capital letters for sentence beginnings, full stops, question marks and exclamation marks, for example, using colour-coding or highlighting to indicate punctuation
- 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 descriptorAC9L2F2U03 Understanding language and culture
notice that [Language] has features that may be similar to or different from English
Elaborations (10)
- 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, for example, choosing favourite adjectives
- Elaboration understanding that texts have a purpose, for example, Creation, Dreamtime, Dreaming or traditional stories, paintings, songs, dances and Country/Place experiences if appropriate
- Elaboration identifying some features of narratives in [Language], for example, recurring themes of journeys across Country/Place involving landforms, people, animals and plants
- Elaboration recognising that communication may occur through gestures and hand signs in [Language], 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 word order differences between [Language], English and/or other known language(s)
- 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 words in the [Language] that are borrowed from English
- Elaboration recognising that some words in [Language] have come from other Aboriginal languages and Torres Strait Islander languages
- Elaboration noticing and describing Aboriginal language and Torres Strait Islander language words and phrases that are in widespread use in Australia
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 descriptorAC9L2F2U04 Understanding language and culture
recognise that Aboriginal languages and Torres Strait Islander languages belong to Country/Place and Peoples
Elaborations (7)
- Elaboration understanding that some Aboriginal languages and Torres Strait Islander languages in Australia 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
- 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 recognised as belonging to a group of people who are the language owners or Custodians
- Elaboration developing an understanding of the protocols surrounding the retelling and sharing of stories
- Elaboration recognising 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 ideal primary source of language knowledge and that archived documentation or recordings of Elders are often necessary as a way of reclaiming, revitalising and rebuilding Aboriginal languages and Torres Strait Islander languages
- Elaboration considering why learning an Aboriginal language and/or Torres Strait Islander language is important
Content descriptorAC9L2F2U05 Understanding language and culture
notice that people use language in ways that reflect cultural identity
Elaborations (7)
- Elaboration understanding the purpose and significance of a Welcome to Country or an Acknowledgement of Country
- Elaboration sharing experiences of viewing a Welcome to Country if appropriate, or an Acknowledgement of Country
- Elaboration noticing how respect for Elders, community members and Country/Place is built into [Language] and behaviour
- Elaboration celebrating significant dates and understanding the importance behind the event, for example, NAIDOC Week
- Elaboration exploring 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
This achievement standard describes the expected learning for Years 1 to 2 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 |
|---|---|---|---|
| Communicating meaning in [Language] | Interacting in [Language] | 2 | 14 |
| Communicating meaning in [Language] | Mediating meaning in and between languages | 2 | 16 |
| 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 | 14 |
| Total | 10 | 78 | |
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, and use simple formulaic 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 (ASLANFALSLLFY) 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.