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Framework for Aboriginal Languages and Torres Strait Islander Languages / Foundation / Foundation framework
Version 9
Curriculum content descriptions
with support, recognise and communicate meaning in [Language] (AC9L1FF01)
Elaborations
- using appropriate greetings when interacting with teachers and peers including terms of respect and forms of address for visiting Elders and/or community members
- participating in routine exchanges, such as responding to the class roll call or describing the season and weather, for example, choosing the picture and word for the season and weather of the day on a class calendar
- participating in songs and chants by singing in [Language] and performing actions, for example, singing a traditional song with appropriate actions in [Language], with guidance from Elders and/or community members
- reproducing the sounds and rhythms of [Language] songs and chants by reciting and singing, for example, listening to sentences in Creation, Dreamtime, Dreaming or traditional stories and repeating the sentences with matching movements
- transitioning to activities through traditional and contemporary music, for example, moving to a new activity while singing in [Language] or dancing
- responding to teacher and peers in [Language]
- using [Language] to reinforce daily habits, for example, using flashcards to learn the names of daily habits such as handwashing and brushing teeth
- responding to texts such as stories and songs through role-play or movement, illustrating characters, events or scenes
- playing with [Language] in a tactile way, such as fingerpainting or drawing in the sand, for example, putting 2 shells on the ground with a flashcard of the number 2 in [Language], or grouping or sorting objects such as shells, sticks or rocks from Country/Place,
- participating in simple dialogues through role-plays that involve taking turns, such as exchanging common objects, for example, choosing a toy or object by asking for it in [Language]
General capabilities