Elaboration (2) ACLASFU035
recognising that Aboriginal and Torres Strait Islander peoples’ use of signed languages is culturally determined and shaped by their beliefs and values
Elaboration (2) | ACLASFU035 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU036
understanding that culture is more than the visible aspects of people’s lives; that it also includes invisible elements such as beliefs and values, how people think about themselves and others, how they relate to their social and physical environments, …
Elaboration (1) | ACLASFU036 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFU036
recognising that language reflects values and beliefs, such as in expressions of personal identity or in the recognition of others (sameness and difference), for example by identifying deaf family members as part of introductions, and by relaying cultural …
Elaboration (3) | ACLASFU036 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC037
exchanging views with their peers to identify values that they hold as important, for example, caring for the environment or providing support resources for the deaf community such as subtitles on TV/movies
Elaboration (5) | ACLASFC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC042
identifying key messages or values conveyed through folktales, myths or legends, for example by creating mind maps to show relationships between concepts such as courage, loyalty, love
Elaboration (6) | ACLASFC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU054
understanding that knowledge about past and present Deaf people and cultural experience and values is embodied in and transmitted through Auslan, for example ways of producing the sign for SIGN reflects cultural values placed on fluency
Elaboration (1) | ACLASFU054 | 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 ACLASFC060
exploring how cultural values in relation to identity are reflected in different forms of artistic expression, such as poetry performances by Walter Kadiki or John Wilson’s ‘Home’
Elaboration | ACLASFC060 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC060
identifying the different roles of storytelling in Deaf culture, such as teaching, entertaining, communicating values or traditions, finding examples of these in well-known stories, fables or legends
Elaboration (5) | ACLASFC060 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFC064
investigating and explaining connections between rules, culture and community, identifying how these are demonstrated in Deaf culture through visual ways of being and using language, for example, exploring the values and beliefs which influence observable …
Elaboration (9) | ACLASFC064 | Content Descriptions | Years 7 and 8 | 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
Elaboration (9) ACLASFU072
exploring ways in which the production and affect related to the sign for COCHLEAR-IMPLANT have evolved over time due to shifting values and perceptions of the Deaf community in relation to the implant, noting, for example, the transition from a negative …
Elaboration (9) | ACLASFU072 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC078
comparing responses to imaginative texts that present particular values or points of view, for example, Deaf slam poetry
Elaboration (3) | ACLASFC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFC078
responding to signed poems that use extended metaphor to communicate values and ideas or to express emotional experience, for example, ‘Butterfly Hands’ by Walter Kadiki
Elaboration (10) | ACLASFC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (11) ACLASFC082
comparing changing values and status of place and space in different international Deaf communities, for example, the loss of Deaf clubs or closure of Deaf schools, and reflecting on the implications of these changes over time for Deaf identity
Elaboration (11) | ACLASFC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (14) ACLASFC082
summarising elements of elders' guidance on how cultural values, beliefs and traditions are expressed and connected through shared experience of visual ways of being, providing examples of how these are demonstrated in community behaviour and in interactions …
Elaboration (14) | ACLASFC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU090
recognising that Auslan signs change over time due to shifting cultural values and changing experiences, for example, the sign for APPRENTICE modified to refer to TAFE, the shifting values around the sign DEAF^DEAF (culturally Deaf reference for deaf-mute), …
Elaboration (7) | ACLASFU090 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (11) ACLASFU090
analysing ways in which deaf people’s jokes and humorous narratives reflect cultural values about deaf/hearing relationships and how deaf people navigate the world, for example the ‘Bob’s House’ commercial
Elaboration (11) | ACLASFU090 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (12) ACLASFU090
exploring how advocacy strategies can reflect deaf people’s cultural practices and values, for example the ‘TTY-in’ used to advocate for the National Relay Service
Elaboration (12) | ACLASFU090 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum