Elaboration ACLASFU210
noticing limitations on perception of signed languages, such as the more limited space for signed communication compared to space for mime
Elaboration | ACLASFU210 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (11) ACLASFU233
investigating communication methods used by deaf and hard of hearing members of Aboriginal and Torres Strait Islander communities
Elaboration (11) | ACLASFU233 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU234
identifying the importance of signing space and proxemics in Auslan, particularly in relation to a person passing between two signers, or to the positioning of communication partners
Elaboration (7) | ACLASFU234 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC237
adjusting the physical environment, including people and objects, to enable communication in a well-lit environment without glare or obstructions
Elaboration (1) | ACLASFC237 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFC245
considering how intercultural communication is a two-way process which involves shared responsibility for making meaning and for ensuring understanding
Elaboration (7) | ACLASFC245 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (21) ACLASFU251
understanding how and why some deaf children face challenges with communication in hearing families or in social settings
Elaboration (21) | ACLASFU251 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLCHC001
learning to use gesture in communication to help convey meaning, for example, using Chinese finger gestures to show numbers
Elaboration (6) | ACLCHC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC018
using ICT to adapt or create drawings to support written communication in cards, posters and visual displays
Elaboration (1) | ACLCHC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU076
examining the use of noun phrases in Chinese and experimenting with omitting nouns (zero subjects) in their own communication
Elaboration (4) | ACLCHU076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC082
using supporting images in own writing, for example, using emoticons such as >_<||| to enhance meaning in digital communication
Elaboration (2) | ACLCHC082 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHU128
using non-verbal communication, such as gestures and facial expressions, for example, showing numbers 1–10 with fingers
Elaboration (5) | ACLCHU128 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC201
appreciating the role of code-switching as a tool for mediating language and culture, and applying it in their own communication
Elaboration (2) | ACLCHC201 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC235
examining and reflecting on interactions that did not achieve their desired goal, and identifying strategies to enhance the effectiveness of their communication with others
Elaboration (6) | ACLCHC235 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLFWU043
comparing elements of communication, such as the role of silence or eye contact, in different cultural contexts and exchanges
Elaboration (5) | ACLFWU043 | 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
Elaboration (7) ACLFWU193
comparing elements of communication such as the role of silence or use/avoidance of eye contact in different cultural contexts and exchanges
Elaboration (7) | ACLFWU193 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWU080
recognising that communication can also occur through sign language; identifying and using basic signs for things from the everyday environment
Elaboration (1) | ACLFWU080 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (7) ACLFWU128
comparing non-verbal elements of communication such as the use of silence or eye contact in different cultural contexts and exchanges
Elaboration (7) | ACLFWU128 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLCLU056
recognising that, as the Roman world expanded, Latin became the language of communication, trade, administration, education and law throughout its sphere of influence
Elaboration | ACLCLU056 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Comprehending texts - listen and respond to learning area texts Literacy Comprehending texts through listening, reading and viewing Level 4
listen to detailed spoken instructions for undertaking learning tasks, listen to spoken and audio texts, including audio-visual texts, and respond to and interpret information and opinions presented
Comprehending texts - listen and respond to learning area texts | Level 4 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Comprehending texts - listen and respond to learning area texts Literacy Comprehending texts through listening, reading and viewing Level 5
listen to extended spoken and audio texts, including audio-visual texts, respond to and interpret stated and implied meanings, and evaluate information and ideas
Comprehending texts - listen and respond to learning area texts | Level 5 | Learning Continuum | Literacy | General capabilities | F-10 curriculum