Elaboration (1) ACLASFU121
understanding that fully-lexical signs are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs can be changed to show information such as location or who is involved in indicating verbs
Elaboration (1) | ACLASFU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) 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 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFU035
identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan, and identifying how this ownership rests with the Deaf community and is determined by traditional social groupings/families, place, history …
Elaboration (6) | ACLASFU035 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFC041
preparing a short signed presentation for their peers drawing on information obtained from library resources or media texts on topics related to other curriculum areas such as visual arts or history
Elaboration (9) | ACLASFC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC046
explaining the significance of stories linked to Deaf social history and the responsibility of the Deaf community to convey shared experiences that relate to Deaf space, for example through stories about school days by past pupils
Elaboration (6) | ACLASFC046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU054
analysing stories about deaf people’s history for the ways in which they embody cultural values and information, for example accounts of Thomas Pattison, FJ Rose and William Thomson establishing the first schools for deaf children
Elaboration (7) | ACLASFU054 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU088
researching different aspects of variation in the use of Auslan, considering influences such as geographical location, social groupings, history, educational experience, age of learning, family background and contact with Signed English or other lang …
Elaboration (1) | ACLASFU088 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFU072
identifying culturally significant attitudes and beliefs conveyed through Auslan that relate to history, significant individuals, places or events, for example, attitudes to spoken language that reflect the history of suppression of signed languages, …
Elaboration (5) | ACLASFU072 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (8) ACLASFU072
understanding how developing sign language literatures which recount significant journeys and events associated with the beginnings of Deaf education and the development of Deaf communities not only map history but also embody values and mores of Deaf …
Elaboration (8) | ACLASFU072 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum