• understanding that there are different ways of telling a story, such as Elders yarning, through song, dance and music and associated visual design and spectacle, and through painting (body, bark, rock, sand)
  • recognising that communication also occurs through sign language
  • understanding that texts have a purpose, for example, traditional stories, including hunting and travelling stories, paintings, songs and dances
  • understanding Country/Place as a text
  • identifying some features of narratives, for example, they are usually about journeys across Country/Place, involving landforms, people, animals and plants
  • recognising that writing, like speech, is rule-bound and involves following the conventions of different types of text
  • noticing how texts such as storybooks are sequenced and organised, for example, by identifying the main title and connections between pictures and written text
  • understanding that texts can take many forms; that they can be very short, for example, a sign, or quite long, for example, a story, song or multimodal presentation
  • recognising that written texts are made up of words, groups of words and illustrations or images that together make meaning