Elaboration (6) ACLASFC100
discussing visual ways of being, including interacting, transmitting and receiving information and behaving according to Deaf cultural values, and how these influence group learning and information sharing among Deaf people
Elaboration (6) | ACLASFC100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC110
expressing preferences in relation to roles and responsibilities in shared learning activities, using NMFs and statements such as: HANDWRITING PRO1 DON’T-LIKE RATHER TYPING I don’t like handwriting; I prefer to type it
Elaboration (5) | ACLASFC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Key ideas Health and Physical Education
Health and Physical Education propositions The Australian Curriculum: Health and Physical Education has been shaped by five interrelated propositions that are informed by a strong and diverse research base for a futures-oriented curriculum: Focus on educative …
Key ideas | Health and Physical Education | F-10 curriculum
Key ideas Science
In the Australian Curriculum: Science, there are six key ideas that represent key aspects of a scientific view of the world and bridge knowledge and understanding across the disciplines of science, as shown Figure 1 below. These are embedded within each …
Key ideas | Science | F-10 curriculum
ACLARC104
Engage in guided group activities and transactions such as playing games, role-playing, singing and dancing, and communicate ideas, using movement, gestures and pictures to support meaning[Key concepts: play, performance, action learning; Key processes: …
Elaborations ScOT Terms
ACLARC104 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC145
Produce bilingual texts and resources such as displays, instructions and newsletters for own learning and for the school community, identifying cultural terms in either language to assist meaning[Key concepts: bilingualism, linguistic landscape; Key processes: …
Elaborations ScOT Terms
ACLARC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLASFC045
Create their own bilingual texts and learning resources to use themselves or to share with others, such as Auslan–English dictionaries, posts to websites, digital newsletters or school performances[Key concepts: equivalence, bilingualism; Key processes: …
Elaborations ScOT Terms
ACLASFC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC083
Reflect on the experience of learning and using Auslan formally in school, and considering how intercultural communication involves shared responsibility for making meaning[Key concepts: intercultural communication, perspective, insight, self-reflection, …
Elaborations ScOT Terms
ACLASFC083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC092
Participate in guided group activities such as signing games and simple tasks using repeated language structures, non-manual features and gestures[Key concepts: game, learning activity, instruction, role-play, task; Key processes: participating, following …
Elaborations ScOT Terms
ACLASFC092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC110
Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions[Key concepts: planning, role, responsibility, support, information exchange; Key processes: negotiating, …
Elaborations ScOT Terms
ACLASFC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC119
Reflect on the experience of learning and using Auslan in and out of school, and ways in which their understanding of intercultural communication has developed[Key concepts: intercultural communication, perspective, insight, self-reflection, making meaning, …
Elaborations ScOT Terms
ACLASFC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC146
Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions[Key concepts: task, role, responsibility, clarification, encouragement; Key processes: collaborating, …
Elaborations ScOT Terms
ACLASFC146 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU156
Identify the movement and location of different signs and notice how they combine with handshape to form signs, and understand that Auslan can be videoed and transcribed to assist learning[Key concepts: orientation, hand dominance, iconicity, non-manual …
Elaborations ScOT Terms
ACLASFU156 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC173
Reflect on how language and cultural background influence perceptions of other languages and communities, and on their experience of learning and communicating in Auslan[Key concepts: influence, perspective, perception, self-reflection; Key processes: …
Elaborations ScOT Terms
ACLASFC173 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC209
Reflect on the experience of learning and using Auslan, considering how intercultural communication involves shared responsibility for making meaning[Key concepts: intercultural communication, perspective, insight, self-reflection, making meaning, discrimination, …
Elaborations ScOT Terms
ACLASFC209 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC245
Reflect on the experience of learning and using Auslan and how the experience is influenced by their own languages and cultures, and consider how intercultural communication involves shared responsibility for making meaning[Key concepts: intercultural …
Elaborations ScOT Terms
ACLASFC245 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLCHC168
Create bilingual texts relating to other learning areas and topics of interest, considering the influence of different roles, relationships, settings and situations when interpreting both Chinese and English[Key concepts: audience, context, bilingualism; …
Elaborations ScOT Terms
ACLCHC168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC234
Create bilingual information texts for speakers of Chinese and English in Australia, recognising ‘code-switching’ and how specific vocabulary and terminology from other learning areas can be translated in different settings, such as for an expert or beginner …
Elaborations ScOT Terms
ACLCHC234 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU256
Identify and explain how Chinese orthography enables access to technical and unusual vocabulary, including specialised abstract nouns, and a wider range of texts, using orthographic knowledge to identify characters related to topics studied in other learning …
Elaborations ScOT Terms
ACLCHU256 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLFWC025
Participate in classroom interactions that involve some changes to ways of communicating at school and the development of learning related language and interaction patterns[Key concepts: interaction patterns, cooperation, domains of language use, agreement/disagreement, …
Elaborations ScOT Terms
ACLFWC025 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum