Search

Elaboration (4) ACLASFC147

gaining the attention of a group or an individual, for example by flashing classroom lights, waving or multiple tapping or tapping or pointing to alert third parties

Elaboration (4) ACLASFC148

following the steps of a signed demonstration or procedure such as baking/cooking or simple science experiments, checking with each other about ingredients and processes

Elaboration (4) ACLASFC149

demonstrating a simple procedure using gestures, objects and list buoys

Elaboration (4) ACLASFC150

retelling favourite elements of a signed story using modelled signing

Elaboration (4) ACLASFC151

using a ‘visual vernacular’ description to create an imaginary character, incorporating physical attributes and personality traits

collecting and noting a list of gestures commonly used by hearing people when speaking English that have similar meaning when used in Auslan, for example, head nodding, shoulder shrugging, pointing to watch

Elaboration (4) ACLASFC155

reflecting on differences in forms of address in signed and spoken languages, for example, not using a person’s name when signing directly to them, unlike the common use of names in Australian English/other languages

Elaboration (4) ACLASFU156

identifying and demonstrating signs with a change in orientation, for example CAN-NOT or HOW

Elaboration (4) ACLASFU157

noticing the relationship between the location of referents in real space and the direction of some indicating verbs in a text

Elaboration (4) ACLASFU158

understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)

Elaboration (4) ACLASFU160

recognising variation in adaptation of signing between different users of Auslan, for example, people who are deafblind use hand-over-hand signing and tactile fingerspelling

Elaboration (4) ACLASFU161

understanding cultural values associated with the conferment of name signs to people, such as second language learners of Auslan who are joining the Deaf community

Elaboration (4) ACLASFC163

describing relationships between members of their families or between classmates, for example: PRO3 POSS1 COUSIN WE2 GOOD FRIEND. She’s my cousin; we’re good friends.

Elaboration (4) ACLASFC164

playing games that involve detailed information exchange, such as ‘Guess Who?’, asking for and supplying descriptions, for example: POINT HAVE GLASSES? Does yours have glasses? DON’T-HAVE No.

Elaboration (4) ACLASFC165

monitoring their own and each other’s learning, for example by making comments such as: SURPRISE KNOW-NOT PRO1 I didn’t know that … THANKYOU PRO2 EXPLAIN CLEAR Thank you – that was really clear.

Elaboration (4) ACLASFC166

forming and signing questions to request information from a deaf organisation or person needed to produce a digital text such as a brochure or program

Elaboration (4) ACLASFC167

explaining a favourite game that can be played in Auslan or English, highlighting key Auslan terms and supporting information with pictures, gestures and demonstrations

Elaboration (4) ACLASFC168

shadowing signed elements of theatrical or cinematographic texts that use handshapes, such as the scene with hand-faces in the film Labyrinth

Elaboration (4) ACLASFC169

creating the next scene, a new character or an alternative ending for a signed fable, short story or cartoon

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

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities