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Elaboration (3) ACLASFC005

labelling objects in the classroom and in learning resources such as books and wall charts with pictures of signs

Elaboration (2) ACLASFC029

comparing their own and each other’s reflections on the experience of learning and communicating in English as a second language

Elaboration (4) ACLASFC039

reflecting on their learning experiences, checking on their own and each other’s progress and providing each other with feedback, advice or reminders

Elaboration (3) ACLASFC047

explaining how their assumptions about users of other languages and ways of understanding the world are changing as a result of intercultural language and experiential learning

Elaboration (3) ACLASFU049

learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or another

Elaboration (2) ACLASFC059

creating texts such as vlogs or advertisements that present information intended to convince or persuade others of the importance of learning Auslan

Elaboration (6) ACLASFC059

summarising visual ways of communicating, transmitting and receiving information and how these influence group learning and information sharing among Deaf people

Elaboration (3) ACLASFC064

discussing visual ways of transmitting and receiving information and how these influence group learning and information sharing among Deaf people

Elaboration ACLASFC074

managing shared learning experiences that require consideration of different views, opinions and cultural perspectives

Elaboration (6) ACLASFC003

learning to be a supportive group discussion member, for example by asking relevant questions, providing feedback, prompting, using NMFs to indicate agreement or disagreement

Elaboration (9) ACLASFC005

reporting key elements obtained from predominantly visual infographics or diagrams related to different learning areas, for example, life cycle charts

Elaboration (6) ACLASFC022

learning new Auslan vocabulary and language structures through interacting with Deaf visitors and mentors, recording the new language in personal sign dictionaries

considering the impact of the increased use of Auslan among their hearing peers when members of their school community are learning Auslan, and reflecting on their experience of interacting with these learners

Elaboration (8) ACLASFU030

learning to film themselves and analyse the video or to read simple glosses produced by the teacher, and understanding that the English word used is often not an exact match for the meaning of the sign

Elaboration ACLASFC083

reflecting and reporting on how learning Auslan formally in school provides insights into the general nature of language and culture as well as an explicit means of interpreting the world in which they live

Elaboration (7) ACLASFC004

recording new language in personal sign dictionaries acquired from simple Auslan texts in different curriculum areas, for example, when learning about the weather or countries of the world

Elaboration (5) ACLASFC020

checking on understanding when completing learning activities, for example: KNOW WHAT PRO1 MEAN? Do you know what I mean? THIS PRO2 FINISH THIS? Do you think that’s finished now?

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 (3) ACLASFC029

reflecting on similarities and differences in communication that relate to culture, such as the extent of incidental learning available to hearing children compared to deaf children through interaction with their external environment, for example by overhearing …

Elaboration (1) ACLASFC039

using strategies that support effective participation in shared learning activities, including signing clearly, pausing for others to respond, asking pertinent questions, rephrasing, repeating and linking their own contributions to those of others

Curriculum Types

Curriculum Elements Types