Curriculum Types

Curriculum Elements Types

General Capabilities
Your search for "project based learning" returned 19 result(s)
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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

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

Achievement Standard Auslan Years 9 and 10

By the end of Year 10, students use Auslan to share information, experiences, interests, thoughts and feelings in relation to their personal and immediate worlds. They describe the appearance of people, objects and places using SASS depicting …

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

ACLASFC099

Create different types of bilingual texts to support their classroom learning[Key concepts: bilingual, meaning, translation, equivalent; Key processes: translating, labelling, developing, creating, captioning]

literacy Elaborations ScOT Terms

ACLASFC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC092

Participate in guided group activities such as signing games and simple tasks using repeated language structures, non-manual features and gestures[Key concepts: game, learning activity, instruction, role-play, task; Key processes: participating, following …

literacy Elaborations ScOT Terms

ACLASFC092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC110

Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions[Key concepts: planning, role, responsibility, support, information exchange; Key processes: negotiating, …

literacy Elaborations ScOT Terms

ACLASFC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC119

Reflect on the experience of learning and using Auslan in and out of school, and ways in which their understanding of intercultural communication has developed[Key concepts: intercultural communication, perspective, insight, self-reflection, making meaning, …

intercultural-understanding Elaborations ScOT Terms

ACLASFC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC095

producing a series of signs for peers to complete a simple action-based activity such as a sign circle game

Elaboration (5) | ACLASFC095 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (10) ACLASFC118

documenting and discussing places of importance to the Deaf community, such as Deaf schools, and understanding the value of these based on stories by elders and excursions to sites of significance

Elaboration (10) | ACLASFC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (8) ACLASFU125

recognising that languages may be perceived as ‘weak’ or ‘strong’ based on community values and the existence of documentation and literature in the language

Elaboration (8) | ACLASFU125 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFU104

learning that proper nouns can have a sign name or be fingerspelled

Elaboration (1) | ACLASFU104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (12) ACLASFC118

describing ways in which they can take responsibility for increasing others’ awareness of their communication and learning preferences, for example in the classroom and with extended family

Elaboration (12) | ACLASFC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (7) ACLASFU121

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 (7) | ACLASFU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFC110

negotiating roles and responsibilities in shared learning activities, using expressions such as: PRO2 TYPE PRO1 WRITE You type and I’ll write.

Elaboration | ACLASFC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC112

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

Elaboration (5) | ACLASFC112 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFC119

reflecting on similarities and differences in language and communication access, such as the extent of incidental learning acquired by hearing children through interaction with their external environment, for example by overhearing conversations or news …

Elaboration (1) | ACLASFC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFC100

discussing visual ways of being, including interacting, transmitting and receiving information and behaving according to Deaf cultural values, and how these influence group learning and information sharing among Deaf people

Elaboration (6) | ACLASFC100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC110

expressing preferences in relation to roles and responsibilities in shared learning activities, using NMFs and statements such as: HANDWRITING PRO1 DON’T-LIKE RATHER TYPING I don’t like handwriting; I prefer to type it

Elaboration (5) | ACLASFC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (9) ACLASFC118

using drawings, photos or presentations to describe characteristic features of Deaf spaces beyond the classroom, such as removal of visual obstacles to signed communication, circles or semicircles for meeting and learning spaces, open-plan areas, lighting …

Elaboration (9) | ACLASFC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

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