k10outline - 1-2 Strand Communicating meaning in [Language]

Interacting in [Language]

recognise and respond to modelled greetings, instructions and routines; and personal introductions

introducing and describing self, family, friends, pets, and totems where appropriate, using familiar and modelled language supported by visual props such as drawings and photos, for example, creating self-profiles with a family tree
participating in everyday exchanges, such as greeting and interacting with the teaching team and using appropriate behaviours, silences and forms of address to show respect to visiting Elders and/or community members
listening to questions such as what, who, where questions about self, family, friends and the immediate environment, and responding with words and actions including gestures
participating in routine classroom or on Country/Place exchanges, such as responding to the class roll, asking and answering questions, making requests and beginning to express opinions appropriately
using language and/or gestures to express gratitude, appreciation or equivalent as appropriate in [Language]
using some spontaneous expressions with peers such as, But why?, Oh no! or equivalent as appropriate in [Language]
developing words and phrases for talking about being on Country/Place or at school
using [Language] to describe feelings, for example, using modelled language from a word wall to label faces to describe how they are feeling

participate in a range of guided, play-based language activities, using formulaic expressions and visual and spoken cues

AC9L2F2C02

Elaborations

participating in games, tasks and activities that involve turn-taking, guessing, matching and choosing objects, for example, a memory game or grouping and sorting natural objects from Country/Place if appropriate
participating in action games, dancing and songs, such as playing ‘Aunty says’ with matching actions or taking turns in skipping games with a song
following directions by moving around or locating objects, such as a treasure hunt in the classroom or a guided walk on Country/Place if appropriate
working collaboratively to adapt and perform a story through a traditional dance, with permission from Elders and/community members
participating in group activities according to the seasonal calendar
using ways of talking and listening that are appropriate for particular activities, for example, sitting and listening to a story and following teacher instructions such as Get ready to listen or similar culturally-appropriate expressions in [Language]

Literacy

Personal and social capability

Mediating meaning in and between languages

locate, with support, key information in familiar texts and respond using gestures, images, words and formulaic phrases

AC9L2F2C03

Elaborations

listening for specific words and expressions in spoken texts, songs or stories, for example, raising hands when they hear key words or notice missing words, or showing the gesture to match an animal word
ordering or matching key information in relation to different texts and responding to questions, for example, identifying and labelling pictures of animal tracks, or sequencing pictures from the text to reflect the correct order of events
identifying and engaging with local community members who are involved in language-revival efforts, for example, listening to stories in [Language] or English from Elders and/or community members about their experiences and asking questions using appropriate protocols
listening to stories in [Language] and retelling the stories using modelled language or actions
learning about local issues affecting Country/Place and taking action, for example, planting trees or participating in a Clean Up day on the beach
identifying and discussing key messages expressed in dances, songs, stories and visual designs, using titles, blurbs, book/media covers, and illustrations
learning to use First Nations seasonal calendars to predict events, for example, listening to a story about a bird flying in the sky and predicting that the story will then have windy weather
demonstrating understanding and early literacy skills by labelling, matching, clicking and dragging, drawing, miming and using actions, for example, clicking on favourite animals in a digital application

Literacy

Critical and creative thinking

notice that language carries cultural meaning in greetings, introductions, instructions and routines

AC9L2F2C04

Elaborations

using classroom resources such as word banks, wall charts, visual dictionaries, word lists and pictures to translate the meaning of words and expressions
explaining the meaning of words, phrases, silences and gestures used in everyday contexts and situations in [Language], English and/or other known language(s)
noticing that different forms of address and kinship terms are used depending on the relationship between participants
showing others how different signs, gestures or hand talk are used, in particular for elements of the natural environment such as water and animals
creating bilingual/multilingual texts or resources for various purposes, for example, writing captions or texts in [Language] to match a simple story
noticing and naming signs and symbols, and explaining their meanings to others, for example, animal tracks or understanding the direction to take in a track noticing bent branches
playing matching-pair games using words used in everyday conversations in [Language], English and/or other known language(s)
performing simple presentations for the school community that involve elements from [Language], English and/or other known language(s), such as a contribution to an assembly or a performance for the wider community

Critical and creative thinking

Creating text in [Language]

use words, familiar phrases and modelled language to create spoken, written and multimodal texts

AC9L2F2C05

Elaborations

using key words and simple phrases to annotate a picture, diagram or photo, for example, using some location terms to talk about the region of [Language], such as, up, down, near, far and using modelled topographical words such as swamp, soakage, reef or equivalent as appropriate in [Language]
presenting information about the [Language] region, for example, in relation to animals, plants, food and artefacts, using modelled sentences, captions and pictures
recounting details about shared events such as sports day, excursions or a class visit from Elders and/or community members, for example, by collaboratively making a big book, digital presentation or display
using secure digital tools to record their ideas, for example, taking photos on Country/Place and making voice recordings of observations or using modelled sentences to write or draw about the events of the day
labelling aspects of daily routines, selecting captions or attaching word bubbles and sharing the information with others, for example, adding pictures of what to do when arriving at home, school or on Country/Place if appropriate, and labelling them in [Language]
creating posters or a simple skit to convey important messages, for example, using modelled language related to health and wellbeing or caring for Country/Place to create a poster or skit about healthy, local food or referencing the seasonal calendar
engaging in artistic activities with guidance from Elders and/or community members, such as creating dances, paintings or visual designs inspired by [Language] and culture, for example, creating art based on the seasonal calendar, such as paintings showing how the Country/Place and Peoples, land, waters, sky and all living things are connected, and then contributing this art to a local art exhibition
describing self and their family, for example, drawing pictures of immediate family members or creating a photo story or a family tree and labelling it with appropriate kinship terms
creating their own stories by sequencing a series of pictures and adding captions or commentary, or by creating a storyboard with labels

Literacy

Personal and social capability