ACLASFU177

Identify and use language features of different types of Auslan texts and understand that texts are made cohesive through language choices[Key concepts: language features, cohesion, referent tracking; Key processes: identifying, analysing]

Elaborations ScOT Terms

ACLASFU177 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC189

Create bilingual texts to use in the wider school community, identifying words/signs or expressions that carry specific cultural meaning in either language[Key concepts: equivalence, bilingualism; Key processes: captioning, creating]

Elaborations ScOT Terms

ACLASFC189 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU193

Develop knowledge of additional elements of the Auslan grammatical system, analysing indicating verbs, depicting signs and constructed action[Key concepts: grammatical use of space, depicting signs; Key processes: understanding, distinguishing, analy …

Elaborations ScOT Terms

ACLASFU193 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU214

Investigate and analyse the nature of and community attitudes to variation in the use of Auslan[Key concepts: standardisation, contact, evolution, flexibility, variability; Key processes: recognising, investigating, researching, analysing, considerin …

Elaborations ScOT Terms

ACLASFU214 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC136

Describe aspects of themselves, such as membership of family and their school/class and languages they use, considering how these different elements contribute to their sense of identity[Key concepts: identity, similarity, difference, self, family, belonging; …

Elaborations ScOT Terms

ACLASFC136 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU144

Notice that people use language in ways that reflect their culture, such as where and how they live, who they live with and what is important to them[Key concepts: language, culture, community, observable phenomena; Key processes: noticing, recognising, …

Elaborations ScOT Terms

ACLASFU144 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC155

Describe ways in which communicating and behaving when using Auslan are similar to or different from their use of their own language(s) and forms of cultural expression[Key concepts: language, culture, values, similarity, difference, communication; Key …

Elaborations ScOT Terms

ACLASFC155 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU157

Understand how space is used in Auslan to show who is involved in an event through the meaningful location of nouns and verbs, the use of depicting signs and enacting[Key concepts: signing space, numeral incorporation, verb modification; Key processes: …

Elaborations ScOT Terms

ACLASFU157 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU158

Understand that clauses can be enriched through the use of adjectives and adverbs (when, where, how), often produced with non-manual features[Key concepts: verb types, adverbs, clause structure, questions; Key processes: recognising, distinguishing, …

Elaborations ScOT Terms

ACLASFU158 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU192

Identify different types of non-manual features and characteristics of signs, including iconicity, and explore the use of software to transcribe and annotate signed texts[Key concepts: iconicity, annotation, transcription; Key processes: identifying, …

Elaborations ScOT Terms

ACLASFU192 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU197

Understand historical and contemporary factors that impact on awareness, support and use of Auslan and its vitality in contemporary Australia, comparing it with that of other signed languages around the world[Key concepts: influence, transmission evolution, …

Elaborations ScOT Terms

ACLASFU197 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU198

Reflect on how language use is influenced by communities’ world views and sense of identity and on how language and culture influence each other[Key concepts: culture, knowledge, value, transmission; Key processes: explaining, reflecting, exploring, analysing, …

Elaborations ScOT Terms

ACLASFU198 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU211

Understand and use signing space, including making distinctions between character and observer space for constructing different types of texts[Key concepts: character and observer space, depicting signs, constructed action; Key processes: contrasting, …

Elaborations ScOT Terms

ACLASFU211 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFU179

mapping sign language use around the world using data from Ethnologue, for example by identifying and labelling countries with correct naming of the sign language used, such as France = LSF: Langue des Signes Française; Germany = DGS: Deutsche Gebärd …

Elaboration (4) | ACLASFU179 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFC169

retelling a story to compare characters’ perspectives using referents

Elaboration (1) | ACLASFC169 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (7) ACLASFC203

presenting a summary of information on a selected topic, for example, by interpreting graphs and statistics relating to the Deaf community, discussing findings and making predictions about future changes or patterns

Elaboration (7) | ACLASFC203 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFC173

considering possible explanations for assumptions deaf people might make about hearing people or about spoken languages

Elaboration (1) | ACLASFC173 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFC203

providing appropriate explanations for a younger audience of concepts associated with other curriculum areas, such as global warming or social justice

Elaboration (3) | ACLASFC203 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC203

creating and presenting explanations about simple biological or mechanical phenomena or processes, such as how the ear, hearing aids and cochlear implants work

Elaboration (5) | ACLASFC203 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFC207

developing a signed and captioned film presentation about the role of interpreters in school

Elaboration (4) | ACLASFC207 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum