AC9L2F2U03 Years 1 to 2 Languages

Content descriptor notice that [Language] has features that may be similar to or different from English

Elaborations

• • 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

Show 3 more elaborations

• • 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