Elaboration (2) ACLASFC040

collating and analysing information obtained from Auslan media reports on people or events, organising the information visually in a mind map

Elaboration (2) | ACLASFC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFC056

organising and participating in visits by respected members of the Deaf community to their school to share knowledge and to promote Auslan skills in the wider community

Elaboration (2) | ACLASFC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFC112

watching signed texts that show people expressing likes and dislikes and recording and organising their observations in table form

Elaboration (1) | ACLASFC112 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC038

Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions[Key concepts: negotiation, perspective, design; Key processes: planning, suggesting, organising, presenting]

Elaborations ScOT Terms

ACLASFC038 | Content Descriptions | Years 5 and 6 | 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 (15) ACLASFC082

describing and comparing their personal sense of social responsibility towards their Deaf community, for example as demonstrated through attending, organising or volunteering at festivals, camps or youth groups

Elaboration (15) | ACLASFC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC112

Identify, paraphrase or compare information obtained from a variety of signed texts or from their own data collection and present the information in different forms[Key concepts: information, likes/dislikes, interests, preferences; Key processes: retelling, …

Elaborations ScOT Terms

ACLASFC112 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Years 9 and 10 Auslan

The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Learners at this level are developing their cognitive and social capabilities and their communicative repertoire in the …

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

Elaboration (5) ACLASFC022

locating, organising and presenting information from Auslan resources related to other learning areas, such as science materials or cooking demonstrations, for example, Sign & Cook for Kids (Auslan Storybooks)

Elaboration (5) | ACLASFC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFC038

organising activities such as excursions, using questions such as: WE2 MEET WHERE? Where are we meeting? TIME MEET? What time should we get there? ARRIVE HOW? How are we getting there?

Elaboration (3) | ACLASFC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFC074

organising an awareness campaign that reflects or mediates views on issues of relevance to their peer group/community, for example, creating a positive promotional video about successful deaf people in their state, outlining strategies to support ach …

Elaboration (3) | ACLASFC074 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFC058

summarising ideas and information included in presentations by deaf visitors

Elaboration | ACLASFC058 | Content Descriptions | Years 7 and 8 | 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

ACLASFC055

Initiate and sustain interactions to share ideas and interests, report on experiences, offer opinions and connect with events in their school and local community[Key concepts: ideas, interests, community, issues; Key processes: comparing, contrasting, …

Elaborations ScOT Terms

ACLASFC055 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC097

Express imaginative ideas and visual thinking through the use of mime, gestures, drawing and modelled signs[Key concepts: story, animation, constructed action; Key processes: re-enacting, depicting, constructing, representing]

Elaborations ScOT Terms

ACLASFC097 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Achievement Standard Auslan Years 7 and 8

By the end of Year 8, students interact to share ideas and interests and to offer opinions, using compound and complex sentences, for example by using lexical conjunctions as well as non-manual features (NMFs). They participate in discussions …

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

Elaboration (2) ACLASFC039

exploring and clarifying others’ ideas and summarising their own, and reporting back to a larger group

Elaboration (2) | ACLASFC039 | 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

ACLASFC010

Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community[Key concepts: identity, self, relationship, community, place, space, connection; Key processes: identifying, exploring, describing, …

Elaborations ScOT Terms

ACLASFC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC037

Interact with people for different purposes, using descriptive and expressive language to give opinions, talk about themselves and show interest in others[Key concepts: experience, opinion, values, ideas; Key processes: comparing, socialising, discussing, …

Elaborations ScOT Terms

ACLASFC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum