Curriculum Types

Curriculum Elements Types

General Capabilities
Your search for "dance, shape" returned 17 result(s)
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Elaboration (5) ACLASFC169

choreographing and performing music-less dance, focusing on matching timing, beat and rhythm

Elaboration (5) | ACLASFC169 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC168

tracking and reflecting on the experiences of deaf dancers and choreographers, for example as contestants in shows such as So You Think You Can Dance

Elaboration (5) | ACLASFC168 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU216

Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other and that their relationship changes over time and across contexts[Key concepts: knowledge, value, transmission; Key processes: reflecting, exploring, …

intercultural-understanding Elaborations ScOT Terms

ACLASFU216 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFC128

participating in collaborative tasks that involve selecting, exchanging or classifying objects by attributes such as shape, colour or number

Elaboration (3) | ACLASFC128 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFC130

identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape, for example when interacting with materials and objects

Elaboration (3) | ACLASFC130 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFC202

summarising key ideas/information provided by a guest speaker and identifying how context and culture shape opinions and perspectives

Elaboration | ACLASFC202 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC154

Consider how their ways of communicating and responding to each other shape and reflect their sense of identity[Key concepts: identity, similarity, difference, community, membership, communication; Key processes: observing, identifying, creating, noticing, …

personal-social intercultural-understanding Elaborations ScOT Terms

ACLASFC154 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU252

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: …

literacy intercultural-understanding Elaborations ScOT Terms

ACLASFU252 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFC172

describing key milestones or important influences in their lives, including people, events, experiences, community traditions or travel experiences, explaining how these have helped shape their sense of identity and their perspectives

Elaboration | ACLASFC172 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFC222

participating in Auslan games and activities using simple clauses in creative ways, for example, ‘Sign Circle’, or passing on a sign shape, for example a rectangle is signed as a door then by the next person as a jewellery box and the next person as a …

Elaboration | ACLASFC222 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Achievement Standard Auslan Foundation to Year 2

By the end of Year 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFC208

viewing signed news and other media texts, such as episodes of See Hear or SignPost, to identify examples of discrimination, oppression or rejection experienced by deaf people, and considering how these may shape identity or affect societal perceptions …

Elaboration (4) | ACLASFC208 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (8) ACLASFU234

recognising that shared experiences shape cultural values in Auslan as in other cultures, for example the experience of deaf children being excluded from family and social discourse during dinner table conversations or social events gives rise to the …

Elaboration (8) | ACLASFU234 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC244

viewing signed news and other media texts, such as episodes of See Hear or SignPost, and discussing examples of discrimination, oppression or rejection experienced by deaf people, reflecting on how these may shape or reflect mainstream society’s perception …

Elaboration (5) | ACLASFC244 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFU193

recognising that handshape and movement represent different things in each type of DS, for example: entity DSs: the handshape is an object or person, and the movement is the movement or location of that object or person handling DSs: the handshape …

Elaboration (4) | ACLASFU193 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFU229

identifying examples of DSs in an Auslan text, and recognising that handshape and movement represent different things in each type of DS, for example: entity DSs: the handshape is an object or person, and the movement is the movement or location of …

Elaboration (6) | ACLASFU229 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFU233

identifying the importance of place and space in the Deaf community, exploring why some places and spaces ensure that a visual language is more accessible to deaf people and promotes a sense of cultural belonging, for example by identifying factors that …

Elaboration | ACLASFU233 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

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