ACLASFC149

Present information associated with their home, school and community activities and routines, using signed descriptions and visual prompts[Key concepts: recount, description, sequence; Key processes: presenting, demonstrating, recounting]

Elaborations ScOT Terms

ACLASFC149 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC184

Collate and analyse information accessed through a variety of signed texts to present an overview or develop a position on issues or interests[Key concepts: perspective, representation; Key processes: collating, analysing, researching, interviewing, evaluating, …

Elaborations ScOT Terms

ACLASFC184 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC185

Present information on different events or experiences to inform, report, promote, instruct or invite action[Key concepts: action, experience; Key processes: instructing, reporting, persuading, inviting]

Elaborations ScOT Terms

ACLASFC185 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC221

Present and explain factual information about a range of topics of interest[Key concepts: routine, report, explanation, procedure; Key processes: describing, reporting, signing, instructing]

Elaborations ScOT Terms

ACLASFC221 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC243

Create, develop and resource bilingual texts for use in the wider school community[Key concepts: bilingualism, translation, meaning, representation, information; Key processes: translating, composing, comparing, creating, developing]

Elaborations ScOT Terms

ACLASFC243 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFC058

summarising ideas and information included in presentations by deaf visitors

Elaboration | ACLASFC058 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFU069

analysing signers’ use of pausing in a description or information report

Elaboration (2) | ACLASFU069 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFC092

participating in barrier games and other information-gap activities

Elaboration (4) | ACLASFC092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (9) ACLASFC010

considering roles and responsibilities in relation to membership of a Deaf community, for example by describing how they can help others to be aware of their communication preferences in the classroom or with extended family

Elaboration (9) | ACLASFC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFC062

considering possible consequences of lack of equivalence between Auslan and English words and phrases in terms of intercultural communication, providing examples from their own experience

Elaboration (1) | ACLASFC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFC188

interpreting Auslan phrases and expressions that do not translate literally, identifying similar English expressions and considering possible consequences of lack of equivalence in terms of intercultural communication

Elaboration | ACLASFC188 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFC188

discussing the fact that some words and expressions cannot be translated and are used in their original form in other languages, and considering the impact of such word or sign borrowing on the style and effect of communication

Elaboration (6) | ACLASFC188 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC040

Identify, summarise and compare information obtained from different types of Auslan texts or from their own data collection[Key concepts: informative text, topic, data, analysis; Key processes: interviewing, surveying, collating, analysing, summarising, …

Elaborations ScOT Terms

ACLASFC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU069

Explain the structure and organisation of particular types of texts, such as conversations or information reports, and identify language features used by signers to meet specific purposes and to create cohesion[Key concepts: grammar, choice, coherence; …

Elaborations ScOT Terms

ACLASFU069 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC076

Research and evaluate information from different sources and perspectives, summarising opinions and critically appraising relationships between texts and contexts[Key concepts: debate, evidence, bias, critical analysis, context; Key processes: researching, …

Elaborations ScOT Terms

ACLASFC076 | Content Descriptions | Years 9 and 10 | Years F–10 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

ACLASFU121

Understand that signs can include different information, including a gestural overlay, and identify how signers establish spatial locations, types of depicting signs and ways of showing constructed action[Key concepts: spatial location, grammatical use …

Elaborations ScOT Terms

ACLASFU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU175

Understand that signs can include different information, including a gestural overlay, identify types of depicting signs and how signers establish spatial locations and show constructed action[Key concepts: gestural overlay, establishing a spatial location, …

Elaborations ScOT Terms

ACLASFU175 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC217

Interact with peers and teachers to exchange information about self, family, friends and interests and to express feelings and preferences[Key concepts: self, family, friends, interests, preferences, feelings; Key processes: interacting, describing, comparing, …

Elaborations ScOT Terms

ACLASFC217 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC239

Preparing and presenting information on different issues, events, people, procedures or experiences, using signed descriptions and visual prompts to inform, report, promote, explain or invite action[Key concepts: biography, commentary, procedure, action; …

Elaborations ScOT Terms

ACLASFC239 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum