AC9L1F2C01
Years 1 to 2
Languages
AC9L1F2C01 | Years 1 to 2 Framework for Aboriginal Languages and Torres Strait Islander Languages: Interacting in [Language]
Content Descriptor
Content descriptor exchange greetings and personal introductions, and respond to instructions and routines
First language learners · Foundation to Year 10 sequence
Strand
Communicating meaning in [Language]
Substrand
Interacting in [Language]
This content descriptor sets out 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 lessons and assessment with the Australian Curriculum v9.
Elaborations
- • 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
Show 3 more elaborations
- • 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
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