ACLASFC109
Describe activities and experiences and share and respond to ideas and feelings about people they know, their daily lives, social worlds and school community[Key concepts: idea, feeling, description, experience; Key processes: recounting, describing, …
Elaborations ScOT Terms
ACLASFC109 | Content Descriptions | Years 9 and 10 | 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, …
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
ACLASFC111
Communicate clearly in different classroom interactions and contexts, demonstrating appropriate protocols when communicating with each other, teachers and deaf people[Key concepts: instruction, interaction, protocol; Key processes: responding, negotiating, …
Elaborations ScOT Terms
ACLASFC111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC112
Identify, paraphrase or compare information obtained from a variety of signed texts or from their own data collection and present the information in different forms[Key concepts: information, likes/dislikes, interests, preferences; Key processes: retelling, …
Elaborations ScOT Terms
ACLASFC112 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC113
Convey factual information and opinions in signed texts[Key concepts: routine, event, hobby, procedure; Key processes: describing, reporting, explaining, presenting, instructing]
Elaborations ScOT Terms
ACLASFC113 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC114
Engage with different types of creative texts, identifying and discussing characters, events and personal responses through the use of familiar signs, actions and artwork[Key concepts: performance, character, personal response, creativity; Key processes: …
Elaborations ScOT Terms
ACLASFC114 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC115
Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects[Key concepts: appearance, character, audience, animation, emotion, …
Elaborations ScOT Terms
ACLASFC115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC116
Translate and interpret different types of familiar short texts, demonstrating awareness of individual interpretations of meaning[Key concepts: equivalence, translation, meaning, interpretation, ethics, culture; Key processes: translating, interpreting, …
Elaborations ScOT Terms
ACLASFC116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC117
Create bilingual texts such as notices, displays or newsletters for use in the wider school community[Key concepts: translation, meaning, bilingualism, information; Key processes: translating, composing, comparing, creating, contributing]
Elaborations ScOT Terms
ACLASFC117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC118
Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally …
Elaborations ScOT Terms
ACLASFC118 | 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, …
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
ACLASFU120
Explore various types of non-manual features, types of iconicity in signs and the use of software to transcribe signs[Key concepts: transcription, iconicity; Key processes: identifying, noticing, understanding]
Elaborations ScOT Terms
ACLASFU120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU121
Understand that signs can include different information, including a gestural overlay, and identify how signers establish spatial locations, types of depicting signs and ways of showing constructed action[Key concepts: spatial location, grammatical use …
Elaborations ScOT Terms
ACLASFU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU122
Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or question forms, and develop awareness of how signers use constructed action and depicting signs[Key concepts: topicalisation, …
Elaborations ScOT Terms
ACLASFU122 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU123
Explore the relationship between particular text types, audience, purpose and context and analyse language features used by signers to create cohesion and achieve the purpose of the text[Key concepts: audience, purpose, convention, coherence; Key processes: …
Elaborations ScOT Terms
ACLASFU123 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU124
Explore the concept of language flexibility, variation and change in relation to the use of Auslan across different contexts and times[Key concepts: language variation, standardisation, change, language borrowing, adaptation; Key processes: researching, …
Elaborations ScOT Terms
ACLASFU124 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU125
Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with that of other languages[Key concepts: influence, transmission, …
Elaborations ScOT Terms
ACLASFU125 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU126
Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages[Key concepts: …
Elaborations ScOT Terms
ACLASFU126 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum