ACLASFC130

Identify specific points of information in simple Auslan texts relating to people, places and things and use the information to complete guided tasks[Key concepts: information, topics; Key processes: identifying, categorising responding, gathering]

Elaborations ScOT Terms

ACLASFC130 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU144

Notice that people use language in ways that reflect their culture, such as where and how they live, who they live with and what is important to them[Key concepts: language, culture, community, observable phenomena; Key processes: noticing, recognising, …

Elaborations ScOT Terms

ACLASFU144 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC163

Share ideas and feelings about people they know, their daily lives, social activities and the school community[Key concepts: experience, interaction, interests, relationship; Key processes: describing, discussing, responding, comparing, expressing fe …

Elaborations ScOT Terms

ACLASFC163 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC181

Interact appropriately with people in different contexts, sharing experiences, interests and opinions about current events or school and community experience[Key concepts: protocol, turn-taking, interaction; Key processes: socialising, comparing, turn-taking, …

Elaborations ScOT Terms

ACLASFC181 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC186

Interpret different types of texts that involve the expression of feelings or experiences and the representation of imagined people, places and scenarios, sharing and comparing their responses to different elements[Key concepts: expression, manner, metaphorical …

Elaborations ScOT Terms

ACLASFC186 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC187

Create and present entertaining individual or collaborative texts that reflect real or imagined people, places or experiences[Key concepts: improvisation, diorama, role-play, theme; Key processes: creating, improvising, collaborating, re-creating, ro …

Elaborations ScOT Terms

ACLASFC187 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC190

Consider their own and each other’s cultural experiences and ways of expressing identity and reflect on the role of Auslan in building and expressing identity for Deaf people[Key concepts: identity, perspective, belonging, wellbeing; Key processes: reflecting, …

Elaborations ScOT Terms

ACLASFC190 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC239

Preparing and presenting information on different issues, events, people, procedures or experiences, using signed descriptions and visual prompts to inform, report, promote, explain or invite action[Key concepts: biography, commentary, procedure, action; …

Elaborations ScOT Terms

ACLASFC239 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC241

Create and present entertaining individual or collaborative texts that reflect imagined people, places or experiences and draw from elements of their own life experience[Key concepts: improvisation, stimulus, performance, humour, tension, interpretation; …

Elaborations ScOT Terms

ACLASFC241 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFC118

identifying characteristics of deaf people’s visual awareness, such as good observation of body language and heightened alertness to hazards in the environment while walking/driving and signing

Elaboration (1) | ACLASFC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFC118

comparing strategies used by deaf and hearing adults to negotiate physical environments, for example, different behaviours at a bank of lifts, identifying how deaf people draw on additional perceptual resources in ways hearing people are unaware of

Elaboration (2) | ACLASFC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFC118

exploring technologies used by deaf people to communicate visually, such as videoconferencing apps, to support social networks and to strengthen a sense of individual or shared identity

Elaboration (3) | ACLASFC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC118

discussing how their sense of identity may shift according to context and situation, and how as people mature they learn to manage ‘multiple identities’ in relation to different elements of experience, such as background ethnicity and culture and Deaf …

Elaboration (5) | ACLASFC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFC118

identifying strategies used by deaf people to negotiate the hearing world, such as travelling with paper and pen or smart phone to take notes

Elaboration (6) | ACLASFC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (13) ACLASFC118

exploring the concept of ‘Deaf gain’ and identifying examples of how wider society may ‘gain’ from the Deaf community, for example, benefits of captioning for other sectors of the broader community, such as elderly people or newly arrived migrants

Elaboration (13) | ACLASFC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFC119

describing how it feels to use Auslan to communicate outside their inner circle or school, or to watch Auslan being used by others, responding to prompts such as What are the main differences you notice when observing a conversation between deaf people …

Elaboration | ACLASFC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFC119

reflecting on similarities and differences between signed language and spoken language users when joining interactions, taking turns, using names, or passing between people who are communicating with each other

Elaboration (2) | ACLASFC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFC119

reflecting on the experience of interacting with hearing people in various domains online or face to face, such as after-school sports clubs, analysing these experiences in terms of their own perceptions, understandings or attitudes

Elaboration (4) | ACLASFC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC119

reflecting on social attitudes and on their own reactions to observed responses to differences in behaviours or communicative styles, such as their feelings when hearing people fail to make eye contact with them during interactions in the wider commu …

Elaboration (5) | ACLASFC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFC119

reflecting on how their own ways of communicating may be interpreted when interacting with hearing people, and on how they may need to modify elements of their behaviour, such as the use of eye contact, facial expression or body language, and to consider …

Elaboration (6) | ACLASFC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum