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Elaboration (2) ACLASFC237

demonstrating culturally appropriate behaviours when using or accessing an interpreter, such as not interrupting or blocking the line of sight

Elaboration (3) ACLASFC240

exploring how cultural values and the expression of identity are reflected in different forms of artistic expression, such as poems by Walter Kadiki or John Wilson

experimenting with literal Auslan translations of popular English idioms, noticing when this creates confusion (for example, raining cats and dogs) and recognising the nature and function of cultural elements of communication and how these influence language …

Elaboration (8) ACLASFC242

developing guidelines on culturally appropriate and ethical behaviour when interpreting and translating, for example explaining ways people should act in interpreting contexts and considering potential consequences of inaccurate interpreting

Elaboration (1) ACLASFC245

considering issues of access, identity and audism, and also issues of discrimination, inclusion and exclusion in respect to different language and cultural communities

Elaboration (3) ACLASFC245

analysing their own cultural assumptions prior to learning Auslan, and considering if these have changed through the learning experience

Elaboration (17) ACLASFU251

responding to Deaf elders' guidance on how cultural values, beliefs and traditions are connected through shared life experience, language and visual ways of being, and how they are demonstrated in community behaviour and interactions with the wider c …

Elaboration (22) ACLASFU251

recognising the important role of deaf families and deaf schools in preserving and maintaining Auslan and cultural identity

Elaboration ACLASFU252

appreciating distinctions between Deaf cultures and other cultural minorities, such as the fact that most deaf people are born to hearing parents and acquire Deaf culture in addition to the culture of their families of origin from peers and other Auslan …

Elaboration (1) ACLASFU252

exploring the nature and effect of culture, for example by comparing the cultural concept of Deaf identity with a medical model of deafness

Elaboration (2) ACLASFU252

analysing and discussing core cultural concepts reflected in Auslan, such as the collective nature of the Deaf community, respect for elders, the importance of reciprocity and responsibility, for example, the signing TAP-2h++ reflects the responsibility …

Elaboration (3) ACLASFU252

understanding that knowledge about past and present Deaf people and cultural values are embodied in and transmitted through Auslan, for example ways of producing the sign for SIGN embody cultural meaning regarding distinctions made and values placed on …

Elaboration (4) ACLASFU252

identifying cultural differences between the use of personal names in Auslan and in their own background language, for example, Auslan signers not using a person’s name sign when addressing them directly, in contrast to the practice in many spoken la …

Elaboration (5) ACLASFU252

considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, such as changing signing space and style, using indirect language such as signing lower or under the table, or fingerspelling …

Elaboration (6) ACLASFU252

appreciating the cultural value and importance of festivals and events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity

Elaboration (7) ACLASFU252

recognising that Auslan signs change over time due to shifting cultural values and changing experiences, for example, the modification of the sign for APPRENTICE to refer to TAFE, and shifting values around the sign DEAF^DEAF as the sign for DEAF (culturally …

Curriculum Types

Curriculum Elements Types