Elaboration (5) ACLASFC184
obtaining information about high-profile members of the international Deaf community to create profiles for an e-magazine
Elaboration (5) | ACLASFC184 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC203
presenting a critical review of media representation, for example by analysing media profiles of respected/high-profile members of the Deaf community
Elaboration (6) | ACLASFC203 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (8) ACLASFC238
obtaining information about high-profile members of the international Deaf community to create profiles for an e-magazine
Elaboration (8) | ACLASFC238 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC217
comparing routines, interests and leisure activities, using, for example, adverbial phrases of time, frequency and place, such as: REGULAR SUMMER PRO1-plural GROUP-MOVE-TO BEACH STAY++ THREE WEEK. We go to the beach for three weeks in summer. WEEKEND …
Elaboration (2) | ACLASFC217 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (8) ACLASFU215
investigating how Auslan and Deaf culture are promoted in the wider community, for example, through the influence of organisations such as Deaf Australia, of high-profile individuals such as activists or actors and of events such as NWDP Deaf Festival, …
Elaboration (8) | ACLASFU215 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU233
investigating how Auslan and Deaf culture are promoted in the wider community, for example through the influence of organisations such as Deaf Australia; the work of high-profile individuals such as activists or actors; or through events such as NWDP …
Elaboration (7) | ACLASFU233 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC134
recognising that every language uses words or signs to make meaning
Elaboration | ACLASFC134 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC224
recognising that every language uses words or signs to make meaning
Elaboration | 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) ACLASFU156
comparing iconic signs that provide visual images of referents, such as DRINK, ELEPHANT with English words that map to the sound images of the referents, such as animal noises, or words for sounds such as bang
Elaboration (7) | ACLASFU156 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU178
creating lists of fingerspelled words which have become lexicalised, for example, #HOW, #BUT, #ABOUT or #FOR and looking at how this process has changed the form of words over time
Elaboration (1) | ACLASFU178 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (11) ACLASFU228
comparing iconic signs that provide visual images of referents, such as DRINK, ELEPHANT with English words that map to the sound images of the referents, such as animal noises, or words for sounds such as bang or woof woof
Elaboration (11) | ACLASFU228 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC135
creating and using handshape images to represent signs and label with words, for example, flat hand = FISH
Elaboration (1) | ACLASFC135 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU138
realising that meaning is communicated through the use of signs, pictures, written or spoken words or miming
Elaboration | ACLASFU138 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFU138
understanding that sounds in English words are like handshapes, movements and locations in Auslan in the sense that they are combined together to make signs
Elaboration (3) | ACLASFU138 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFU175
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 (5) | ACLASFU175 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU178
noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations …
Elaboration | ACLASFU178 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU228
realising that meaning is communicated through the use of signs, pictures, written or spoken words or miming
Elaboration | ACLASFU228 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU232
noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations …
Elaboration (4) | ACLASFU232 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFU247
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 (10) | ACLASFU247 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU142
noticing that words such as proper nouns for names of people, places or schools are borrowed from English by fingerspelling and mouthing, but some also have sign names
Elaboration (2) | ACLASFU142 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum