Appendix 6: Content descriptors and elaborations Beginner Knowing and understanding Community connections Communicating Indigenous inquiry skills Students are able to use agreed Revitalising language Maintaining language community/school processes Language learning and use within Country, sea and sky Listening and responding Listening and speaking Inquiring the community There are many ways of Aboriginal and Torres Strait Identifying key words and Listening and responding Identify and culturally and communicating a message using Islander peoples express their phrases, and recognising using the TL and personally safe practices when language relationship with the natural familiar memorised material in communication in investigating Indigenous knowledge environment (e.g. seasons, stars, simple spoken TL texts helps local Indigenous cultural reef, rivers, waterholes, flora and make meaning of these texts contexts can develop fauna) through language cultural knowledge, language processes and skills Elaborations Elaborations Elaborations Elaborations Elaborations Explore language through Invite a community member to Listen to Elders, community Converse with familiar Individuals, the school and local speaking/signing, listening, viewing, share knowledge about local members, classmates and/or adults and peers about community collaborate to create reading, writing and singing, own Indigenous people’s relationship teachers using TL texts in topics relevant to the local guidelines for TL use and principles language and/or the target with flora, fauna and places, using familiar contexts (e.g. family, community (e.g. local for community action (e.g. Indigenous language (TL) the vocabulary and phrases of the play, homeland surroundings) language terminology, local appropriate greetings and ways of language, if possible and respond in English or TL history and stories) sharing cultural and personal Examples could include greetings and information) names for features of the environment explored through learning circles Language learning and use within Country, place, sea and sky Listening and responding Listening and speaking Inquiring the community A variety of languages has been Aboriginal and Torres Strait The TL has distinct sounds and Listening to and speaking Plan an investigation based on spoken in the past and over time by Islander people express sound patterns in the TL increases agreed guidelines families and communities relationships with country, place, awareness that the TL has sea, and sky through songs, distinct sounds and sound dances and stories patterns Elaborations Elaborations Elaborations Elaborations Elaborations
Appendix 6: Content descriptors and elaborations Beginner Knowing and understanding Community connections Communicating Indigenous inquiry skills Students are able to use agreed community/school processes Revitalising language Maintaining language Language learning and use within the community Country, sea and sky Listening and responding Listening and speaking Inquiring There are many ways of communicating a message using language Aboriginal and Torres Strait Islander peoples express their relationship with the natural environment (e.g. seasons, stars, reef, rivers, waterholes, flora and fauna) through language Identifying key words and phrases, and recognising familiar memorised material in simple spoken TL texts helps make meaning of these texts Listening and responding using the TL and communication in local Indigenous cultural contexts can develop cultural knowledge, language processes and skills Identify and culturally and personally safe practices when investigating Indigenous knowledge Elaborations Elaborations Elaborations Elaborations Elaborations Explore language through speaking/signing, listening, viewing, reading, writing and singing, own language and/or the target Indigenous language (TL) Examples could include greetings and names for features of the environment explored through learning circles Invite a community member to share knowledge about local Indigenous people’s relationship with flora, fauna and places, using the vocabulary and phrases of the language, if possible Listen to Elders, community members, classmates and/or teachers using TL texts in familiar contexts (e.g. family, play, homeland surroundings) and respond in English or TL Converse with familiar adults and peers about topics relevant to the local community (e.g. local language terminology, local history and stories) Individuals, the school and local community collaborate to create guidelines for TL use and principles for community action (e.g. appropriate greetings and ways of sharing cultural and personal information) Language learning and use within the community Country, place, sea and sky Listening and responding Listening and speaking Inquiring A variety of languages has been spoken in the past and over time by families and communities Aboriginal and Torres Strait Islander people express relationships with country, place, sea, and sky through songs, dances and stories The TL has distinct sounds and sound patterns Listening to and speaking in the TL increases awareness that the TL has distinct sounds and sound patterns Plan an investigation based on agreed guidelines Elaborations Elaborations Elaborations Elaborations Elaborations