Elaboration (1) ACLASFC169
retelling a story to compare characters’ perspectives using referents
Elaboration (1) | ACLASFC169 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC169
working collaboratively to create a visual representation of a face, using the hands and bodies of at least two classmates
Elaboration (2) | ACLASFC169 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC169
using ‘visual vernacular’ to create a humorous skit for a younger group of Auslan learners
Elaboration (3) | ACLASFC169 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC169
creating the next scene, a new character or an alternative ending for a signed fable, short story or cartoon
Elaboration (4) | ACLASFC169 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
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 (6) ACLASFC169
creating and performing a story from the viewpoint of a single character or narrator
Elaboration (6) | ACLASFC169 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC170
finding and using phrases that have direct translations between Auslan and English, for example, Goodnight, Happy birthday
Elaboration | ACLASFC170 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC170
shadowing a story in Auslan as a pre-interpreting skill, noticing which phrases and concepts need more unpacking
Elaboration (1) | ACLASFC170 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC170
demonstrating the use of a bilingual online dictionary (Signbank), for example by looking up various meanings of the word run and comparing variation in signs for the concept in different contexts, and using it to translate Auslan texts into English and …
Elaboration (2) | ACLASFC170 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC170
using resources such as Signbank to identify words which might not have a direct sign equivalent, for example, jewellery, pets and other collective nouns
Elaboration (3) | ACLASFC170 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC170
translating segments from popular children’s texts such as fairytales or short stories into Auslan, considering why some elements cannot be translated literally
Elaboration (4) | ACLASFC170 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC171
composing bilingual texts for class or school assembly performances, events or displays, for example, National Week of Deaf People announcements
Elaboration | ACLASFC171 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC171
constructing and co-maintaining a bilingual website with a Deaf school
Elaboration (1) | ACLASFC171 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC171
creating bilingual texts for younger children, such as an online Auslan–English dictionary of school-specific vocabulary
Elaboration (2) | ACLASFC171 | Content Descriptions | Years 5 and 6 | Years F–10 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 (1) ACLASFC172
viewing a series of Auslan identity stories, such as those found in the Griffith University Introduction to Deaf Studies Unit 1 set, comparing their own experiences to those described by deaf children and adults in the footage
Elaboration (1) | ACLASFC172 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC172
making and sharing ‘hand identity charts’ to illustrate similarities and differences in how students define themselves or may be defined by others, using sketches of signs or gloss in the fingers of the chart and views of others outside the handshape
Elaboration (2) | ACLASFC172 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC172
identifying Deaf community identities associated with significant places, such as Martha Overend Wilson and the sites of the former Queensland Adult Deaf and Dumb Mission, or Eugene Salas and the original South Australian Deaf Society/Mission buildin …
Elaboration (3) | ACLASFC172 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC173
examining misconceptions held by some hearing people about deaf people, Auslan and Deaf culture, such as the idea that all deaf people can hear with hearing aids, or that deaf people may not drive
Elaboration | ACLASFC173 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC173
considering possible explanations for assumptions deaf people might make about hearing people or about spoken languages
Elaboration (1) | ACLASFC173 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum