Elaboration (2) ACLASFC187
working collaboratively to create a static scene or diorama using the hands and bodies of at least two signers
Elaboration (2) | ACLASFC187 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC187
playing with light and shadow as a means of highlighting handshapes and movement, for example in shadow puppet performances
Elaboration (3) | ACLASFC187 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC187
re-creating a theatre set from a two-dimensional image using signed space
Elaboration (4) | ACLASFC187 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC187
role-playing an imagined interview, incorporating elements of tension or emotion
Elaboration (5) | ACLASFC187 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC187
creating a handshape poem on a selected theme, such as friendship, home or fear
Elaboration (6) | ACLASFC187 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC188
interpreting Auslan phrases and expressions that do not translate literally, identifying similar English expressions and considering possible consequences of lack of equivalence in terms of intercultural communication
Elaboration | ACLASFC188 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC188
translating simple filmed texts in Auslan into written English captions
Elaboration (1) | ACLASFC188 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC188
sight translating short English texts such as news articles or short speeches into Auslan for review by their peers
Elaboration (2) | ACLASFC188 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC188
translating an Auslan version of a well-known text, such as a song or story, considering why some words or expressions require freer translation than others to achieve equivalence
Elaboration (3) | ACLASFC188 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC188
comparing their own translations of short texts from Auslan to English and vice versa with those of their classmates, noting any variations and discussing possible reasons for these
Elaboration (4) | ACLASFC188 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC188
interpreting very simple interactions between deaf students or guests and non-signers, such as a hearing teacher, librarian or canteen manager
Elaboration (5) | ACLASFC188 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC188
discussing the fact that some words and expressions cannot be translated and are used in their original form in other languages, and considering the impact of such word or sign borrowing on the style and effect of communication
Elaboration (6) | ACLASFC188 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFC188
considering the bimodal nature of Auslan–English interpreting, and discussing the possibility for both consecutive and simultaneous interpreting of information in communicative exchanges
Elaboration (7) | ACLASFC188 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC189
capturing and presenting stories recorded from interviews in Auslan with members of the Deaf community, captioning the interviews in English
Elaboration | ACLASFC189 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC189
captioning examples of classmates’ work in Auslan, such as short stories or poems
Elaboration (1) | ACLASFC189 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC189
creating translations of song lyrics for performance in Auslan
Elaboration (2) | ACLASFC189 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC189
making a short documentary in Auslan about a topical issue, moving through the processes of drafting, translating, editing and captioning, trialling alternative captioning tools
Elaboration (3) | ACLASFC189 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC189
captioning and providing voice-over for student-generated filmed Auslan texts, such as fairytales created for a young deaf audience
Elaboration (4) | ACLASFC189 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC189
creating bilingual versions of short, simple texts such as instructions for a game or procedures for a recipe
Elaboration (5) | ACLASFC189 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC190
exploring how their own biography shapes their sense of identity and ways of communicating, for example by considering elements such as family origins, traditions, beliefs, practices, interests and experiences
Elaboration | ACLASFC190 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum