Framework for Aboriginal Languages and Torres Strait Islander Languages / Foundation to Year 2 / Communicating / Identity

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Curriculum content descriptions

Learn about and understand the concepts of kin, social groupings and relationships, and how these are connected to the natural environment

[Key concepts: identity, relationship, kinship, family terms; Key processes: identifying, categorising, representing, explaining, creating]

 (ACLFWC010)

Elaborations
  • creating poster/kinship chart/tree depicting own family and labelling with appropriate kinship terms for immediate and extended family members
  • using sign language for kinship terms and immediate families (if appropriate)
  • identifying self as belonging to part of a family and/or social group, such as a footy group, representing relationships through drawing pictures, adding captions to photos or creating digital presentations
  • identifying skin names of self and immediate family members
  • recognising their own clans and other sub-groupings and the symbolic representation of these, for example, totems and personal relationships with plant/ animal species and Country/Place
  • talking about family names, given name/s, skin names and moiety as appropriate, for example, maternal versus paternal grandparents, presence or absence of birth order names, and other ways of referring to people
  • categorising names of students in the class into clans, moieties and other sub-groupings, and where appropriate their affiliations with the natural environment, for example, salt versus fresh water, north versus south wind
  • learning from Elders appropriate ways of interacting with others and behaving according to kin and other social groupings
  • identifying elements of their behaviours or relationships that mark their individual or community identity
  • inviting grandparents from different family groups to come and talk about family
  • identifying relationships and connections between themselves and other students in the group, considering the nature of groups and sub-groups within the school and larger community
  • creating family history/life stories, identifying values and practices that keep families strong, such as working together
General capabilities
  • Critical and creative thinking Critical and creative thinking
  • Intercultural understanding Intercultural understanding
  • Personal and social capability Personal and social capability
Cross-curriculum priorities
ScOT terms

Australian languages

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