Framework for Aboriginal Languages and Torres Strait Islander Languages / Year 3 to 6 / Communicating / Creating

View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Listen to, read and view a variety of texts, describing and discussing key elements, ideas, characters, events and messages, making connections with own life and experiences

[Key concepts: visual design, representation, journey; Key processes: participating, describing, predicting, recalling, responding, listening, shared/guided reading; Key text types: songs, raps, dances, traditional and contemporary stories, paintings and visual design, video clips]

 (ACLFWC028)

Elaborations
  • participating in and responding to shared and guided reading of traditional and contemporary texts, for example, by retelling or re-enacting the story to others in spoken, written, or multimodal form, by creating a timeline of events or a profile of a favourite character
  • creating digital profiles of characters they enjoy in texts, providing physical and character descriptions and examples of their ways of communicating and behaving
  • conveying understanding of plot and sequence in texts, for example, by re-creating a sequence using a storyboard, labelling key events or creating a timeline with supporting commentary
  • describing and discussing characters, main ideas, events and settings of different texts and exploring how language is used to present these features in different ways
  • participating in shared and guided reading of texts, making predictions about the development or flow of ideas, using contextual and visual cues and responding to questions about characters, ideas and events, sharing and comparing reactions and responses
  • listening to Elders/community speakers telling stories and singing songs, interpreting signs and gestures, talking about key messages and using correct protocols to ask clarifying questions; understanding the significance and role of storytelling and singing in traditional and contemporary times
  • making connections between their own lives and experiences (as members of families and communities) and the events represented in traditional stories
  • recognising that there are different ways of telling a story, for example, through dance and paintings, and discussing the uniqueness of symbols, colours, stories and feelings represented and reflected in dances and paintings from different regions of Country/Place
  • interpreting and explaining artistic traditions and visual design, for example, paintings, etchings, rock art, etching or dance, interpreting messages conveyed through these forms
  • discussing key messages, social values and traditional Histories expressed in stories, songs and dance in oral, print and digital formats
  • responding to a creative contemporary text by manipulating the original to create a new version, for example, re-sequencing events, adding a new element, changing location or character, or creating an alternative ending
  • understanding and discussing the importance of story and informal yarning and their role in transmitting language, culture and traditional knowledge
  • retelling stories to feature different places, species or social groups
  • composing a review of a song, story, cartoon, IndigiTUBE clip or television program, providing positive and negative critique, using modelled language and textual features
  • participating in shared reading experiences, self-correcting when the reading does not make sense, using pictures, context, meaning, phonics and grammatical knowledge to help comprehension
General capabilities
  • Literacy Literacy
  • 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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