Search

Elaboration (4) ACLASFC029

reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed, and considering how this differs for hearing students in a spoken language environment

Elaboration (11) ACLASFU089

considering domains where Auslan may grow in the future, and contributing to localised Auslan signbanks on specific topics, for example, creating a bank/dictionary of signs used by deaf students and interpreters in Year 9 Science

Elaboration (3) ACLASFC101

reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed, and considering how this may differ for hearing students in a spoken language environment

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 (13) ACLASFU215

considering domains where Auslan may grow in the future, and contributing to localised Auslan signbanks on specific topics, for example, creating a bank/dictionary of signs used by deaf students and interpreters in Year 9 Science

Elaboration (2) ACLASFC238

collecting information from a variety of signed sources to inform class discussions on current affairs, for example the prevalent use of social media by young people, and access to this by deaf students

Elaboration (3) ACLCHC041

engaging with Chinese speakers through organised school activities (such as through a video-conference with students at a Chinese school, or welcoming visitors to own school), observing moments when difficulties are experienced in communication and reflecting …

Elaboration (2) ACLCHC089

engaging with Chinese speakers through organised school activities (such as Skyping students at a Chinese school or welcoming visitors to own school), recording moments when difficulty is experienced in communication and reflecting on the cause of this …

Elaboration ACLCHU122

participating in activities aimed at raising awareness of pronouncing and differentiating between tones and syllables in Chinese and noting differences in own spoken language, for example comparing a recording of own spoken Chinese with other students …

Elaboration (7) ACLCHC213

collaborating to produce multimedia displays to share with readers overseas to provide a local insight into issues such as the experience of international students in Australia, and highlighting the features that might be most relevant to overseas re …

Elaboration ACLCHC253

acting as translator between Chinese and English speakers during school events, and reflecting on the linguistic and cultural issues encountered, for example, when sister-school teachers and students visit

Elaboration (6) ACLFWC010

categorising names of students in the class into clans, moieties and other sub-groupings, and where appropriate their affiliations with the natural environment, for example, salt versus fresh water, north versus south wind

Elaboration (1) ACLFWC024

following instructions from Elders, for example, cooking bush tucker, making different traditional tools, weaving baskets, collecting beans or shells to make necklaces, making bush shampoo, recording, remembering and explaining the processes to younger …

Elaboration (1) ACLFWC025

identifying particular domains of language use, words and expressions used at school which may be unfamiliar, such as terms related to particular content areas or interactions between teachers and students

Elaboration ACELA1476

identifying roles and collaborative patterns in students’ own groups and pair work (for example initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful …

Elaboration ACELA1551

identifying the various communities to which students belong and how language reinforces membership of these communities (the intimate language of family members, the jargon of teenage groups, the technicality of some online communities, the language …

Elaboration ACMSP068

refining questions and planning investigations that involve collecting data, and carrying out the investigation (for example narrowing the focus of a question such as ‘which is the most popular breakfast cereal?’ to ‘which is the most popular breakfast …

Elaboration ACHASSK012

making a calendar of commemorative events that students, their family and friends celebrate (for example, birthdays, religious festivals such as Easter, Ramadan, Buddha’s Birthday, Feast of Passover; family reunions and community commemorations such as …

Elaboration (2) ACHASSK029

identifying dates and changes that have personal significance (for example, birth dates, moving house, changing schools, religious and school holidays), marking these on a calendar and counting down time, as well as noting that events of personal significance …

Elaboration ACHGK065

comparing students' perceptions and use of places and spaces in their local area, particularly at different times of day, between males and females, different age groups, people with and without disability, and people from diverse cultures including Indigenous …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities