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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] (AC9L2FF01)
Elaborations
- using appropriate greetings and gestures in daily activities in [Language]
- 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 and performing actions, for example, singing a traditional song in [Language] if appropriate or singing ‘Heads, shoulders, knees and toes’ in [Language]
- reproducing the sounds and rhythms of [Language] songs and chants by reciting, singing and imitating, for example, listening to the teacher saying animal names and/sounds, and repeating and miming the movement of the animal
- transitioning to activities/routines through traditional and contemporary music, for example, moving to a new activity while singing 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, for example, acting out a popular Aboriginal story or Torres Strait Islander story using some modelled [Language]
- 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]
- participating in simple dialogues through role-plays that involve taking turns, for example, playing shops using classroom objects or choosing a toy or object by asking for it in [Language]
General capabilities