Elaboration (2) ACLASFC001
using everyday social exchanges such as thanking, apologising, expressing wishes or congratulations, for example: THANK-YOU HELP-me Thank you for helping me. SORRY A-C-C I’m sorry, it was an accident. GOOD-LUCK POSS2 RACE Good luck for your rac …
Elaboration (2) | ACLASFC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC002
following directions in activities such as an obstacle course or action game, using directional terms or depicting signs such as DS:turn-left DEAD-END DS:turn-right Go left, then at the end turn right. PLEASE BRING MILK FRIDGE DS:open-door POINT Please …
Elaboration (2) | ACLASFC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC003
demonstrating attentive watching across a range of school contexts, such as assemblies or classroom discussions
Elaboration (2) | ACLASFC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC005
demonstrating a simple procedure using list buoys and related sign vocabulary to demonstrate the different steps
Elaboration (2) | ACLASFC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC006
responding to forms of Deaf art such as handshape creations, for example by reproducing key elements in their own artwork and indicating emotional response using lexical signs such as LOVE, LIKE, LOOK GOOD, NOT BAD, UGLY
Elaboration (2) | ACLASFC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC007
using iconic signs to create their own variations on familiar nursery rhyme actions, such as in ‘Incy Wincy Spider’
Elaboration (2) | ACLASFC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC009
developing a simple handshape dictionary with English captions
Elaboration (2) | ACLASFC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC010
representing their relationships with others by drawing pictures, adding captions to photos, creating posters or digital presentations to depict their family, labelling immediate and extended family members as deaf or hearing
Elaboration (2) | ACLASFC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU012
understanding that signs can be organised by handshape, for example in Johnston’s Auslan dictionaries or localised handshape dictionaries in schools, and that this is useful if an English word for a sign is not known
Elaboration (2) | ACLASFU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU013
noticing that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation) such as those for ages (for example, 5-YEARS-OLD) or adverbs of time (for example, 3-WEEKS-AGO) or pronouns (WE3, WE4)
Elaboration (2) | ACLASFU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU014
knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
Elaboration (2) | ACLASFU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU015
identifying characteristic structures and features of particular types of Auslan texts and noticing how they suit the intended purpose, for example, the expression of emotions in a recount compared to presenting facts in an information report
Elaboration (2) | ACLASFU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU016
noticing that words such as proper nouns for names of people, places or schools are borrowed from English by fingerspelling and mouthing, but some also have sign names
Elaboration (2) | ACLASFU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU017
recognising the unique nature of signed languages and understanding that there are many different signed languages in use around the world, including in Aboriginal and Torres Strait Islander communities, and that there is not one ‘universal’ signed l …
Elaboration (2) | ACLASFU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU018
exploring how hearing people live in ways that may be different from how deaf people live, for example by responding to stimuli such as: Compare how deaf and hearing people know someone is at the front door. or How do deaf and hearing people wake up in …
Elaboration (2) | ACLASFU018 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC019
comparing routines or activities, using signs for time, sequence and location, such as: WHAT TIME PRO2 GO-TO-BED? What time do you go to bed? EVERY MONDAY POSS1 CLASS LIST-BUOY-1 READING LIST-BUOY2 MATHS LIST-BUOY-3 SWIMMING. POSS2 CLASS G:WELL? Every …
Elaboration (2) | ACLASFC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC020
contributing to the development of a set of class rules
Elaboration (2) | ACLASFC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC022
conducting an interview with a member of the Deaf community and reporting back to the class on key points
Elaboration (2) | ACLASFC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC023
presenting factual information related to cultural activities and significant events such as Deaf festivals or sporting events, using visual supports such as a timeline
Elaboration (2) | ACLASFC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC024
viewing and responding to a range of Deaf poetry for children, for example by creating an alternative ending or extra verse
Elaboration (2) | ACLASFC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum