Elaboration (6) ACLASFC224
sight translating short English texts such as news articles or short speeches into Auslan for review by their peers
Elaboration (6) | ACLASFC224 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFC224
considering the bimodal nature of Auslan–English interpreting and discussing the possibility of consecutive and simultaneous interpreting of information in communicative exchanges
Elaboration (7) | ACLASFC224 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC225
creating English captions for short recorded phrases in Auslan
Elaboration | ACLASFC225 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC225
creating digital glossaries of new sign vocabulary, which can be used to share their personal learning with family members
Elaboration (1) | ACLASFC225 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC225
recording and transcribing into English some simple Auslan ‘identity stories’ filmed with members of the Deaf community
Elaboration (2) | ACLASFC225 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC225
captioning examples of classmates’ work in Auslan, for example, simple short stories
Elaboration (3) | ACLASFC225 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC225
creating translations of song lyrics for performance in Auslan
Elaboration (4) | ACLASFC225 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC225
translating short, simple written or spoken texts into Auslan, for example, instructions for a game or procedures such as recipes
Elaboration (5) | ACLASFC225 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC226
using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they each identify with, for example, friends, family, sporting, interest and community groups, discussing how these group associations …
Elaboration | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC226
discussing how their upbringing and personal experience impact on assumptions or attitudes that they bring to interactions with people who have different backgrounds or experiences, considering concepts such as communication, personality, family and …
Elaboration (1) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC226
noticing and comparing their own and each other’s ways of communicating and interacting, identifying elements that reflect cultural differences or influences of other languages
Elaboration (2) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC226
viewing a series of Auslan identity stories, such as those found in the Griffith University Introduction to Deaf Studies Unit 1 set, comparing their experiences to those described by deaf children and adults in the footage
Elaboration (3) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC226
investigating the identity of deafblind people and their connection to the Deaf community by inviting deafblind guests into the classroom to share their personal journeys
Elaboration (4) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC226
exploring ideas about identity through journal writing, documenting challenges and rewards related to second language learning and identity change
Elaboration (5) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC226
analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’), for example, by eliminating visual obstacles to signed communication, using circles or semicircles for meeting and learning spaces, using open-plan areas, lighting …
Elaboration (6) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFC226
surveying deaf people about their experiences and perspectives on the importance and significance of Deaf places that contribute to a shared sense of identity, for example, the Deaf Club, Deaf schools or sites of historic significance such as original …
Elaboration (7) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (8) ACLASFC226
identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA
Elaboration (8) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC227
describing how it feels to use Auslan to communicate, or to watch Auslan being used by others, for example by responding to prompts such as What are the main differences you notice when observing conversations between hearing people and deaf people?
Elaboration | ACLASFC227 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC227
discussing changes or adaptations they have to make to their communicative style when using Auslan, for example waiting until they have a deaf person’s visual attention before signing to them, and maintaining eye contact
Elaboration (1) | ACLASFC227 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC227
examining similarities and differences between ways of communicating in Auslan and in Australian English in different social situations, for example, in relation to ways of greeting/leave-taking, introducing people and using body language, facial expression …
Elaboration (2) | ACLASFC227 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum