Years 9 and 10 Auslan

The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more …

Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFC007

depicting the movement of people, animals or means of transport by using handshapes in creative ways

Elaboration (3) | ACLASFC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (8) ACLASFC007

representing objects using combined bodies and hands in amusing or creative ways

Elaboration (8) | ACLASFC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC059

Exchange/provide information, opinions and experiences in either formal or informal contexts[Key concepts: debate, persuasive text, perspective, critical review; Key processes: summarising, comparing, evaluating]

Elaborations ScOT Terms

ACLASFC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Foundation to Year 2 Auslan

The nature of the learners Most hearing children, or deaf children from signing families, enter the early years of schooling with established communication in one or more languages. Cognitive and social development at this stage is exploratory and egocentric; …

Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (12) ACLASFU053

using the UNESCO atlas to map the world’s minority languages and those that are in critical endangerment and to document the vitality of signed languages

Elaboration (12) | ACLASFU053 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Years 7 and 8 Auslan

The nature of the learners The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum …

Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC076

Research and evaluate information from different sources and perspectives, summarising opinions and critically appraising relationships between texts and contexts[Key concepts: debate, evidence, bias, critical analysis, context; Key processes: researching, …

Elaborations ScOT Terms

ACLASFC076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC059

presenting a critical review of media profiles of respected/high-profile members of the Australian Deaf community, focusing on the relationship between texts and contexts

Elaboration (5) | ACLASFC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFC076

using critical literacy skills to recognise textual bias and to distinguish between fact and opinion in differently sourced texts relating to the Deaf community and/or deafness

Elaboration (1) | ACLASFC076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFC076

using primary or secondary signed sources to research significant events in Deaf history to present a critical overview of how information can be differently presented

Elaboration (6) | ACLASFC076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC007

Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action[Key concepts: imagination, emotion, expression; Key processes: creating, enacting, expressing, experimenting, im …

Elaborations ScOT Terms

ACLASFC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC042

Engage with different types of creative and imaginative texts by identifying important elements, discussing ideas, characters and themes and making connections with their own ideas and experience[Key concepts: emotion, manner, visual expression, theatre …

Elaborations ScOT Terms

ACLASFC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC060

Interpret a range of texts that involve the creative expression of emotions or ideas and the imaginative representation of people, events and cultural experiences[Key concepts: imagination, representation, characterisation, artistic practice, Deaf experience; …

Elaborations ScOT Terms

ACLASFC060 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC078

Analyse different types of imaginative, creative and performative texts, considering how different techniques and modalities are employed to communicate with different audiences[Key concepts: meaning, mood, imagery, rhyme, metaphor; Key processes: analysing, …

Elaborations ScOT Terms

ACLASFC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFC006

participating in Auslan games that use simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’

Elaboration (6) | ACLASFC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (8) ACLASFC042

considering how different modes of creative expression, such as theatre or visual arts, influence personal response to texts

Elaboration (8) | ACLASFC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFC061

creating imaginative texts that present abstract ideas, such as hope, inclusion, friendship, in creative or amusing ways

Elaboration (2) | ACLASFC061 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Years 5 and 6 Auslan

The nature of the learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing …

Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC006

participating in indoor and outdoor games that use signs, handshapes and body movements in creative ways and focus on all Auslan parameters, for example, ‘Simon Says’

Elaboration (5) | ACLASFC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum