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Elaboration ACLASFC001

interacting with others using greetings according to relationship, context and time of day, for example: HELLO, HOW-ARE-YOU? SEE LATER, GOOD MORNING M-R-J-O-N-E-S

Elaboration (3) ACLASFC001

introducing themselves or a friend to class visitors, for example: HELLO POSS1 NAME G-A-V-I-N SIGN-NAME:GAVIN Hi, my name’s Gavin and this is my sign name.

participating in shared reading of children’s books containing Auslan images and English text, asking and answering questions about unfamiliar words and phrases, and noticing the comparative number of signs and words used in the book

Elaboration (5) ACLASFC020

checking on understanding when completing learning activities, for example: KNOW WHAT PRO1 MEAN? Do you know what I mean? THIS PRO2 FINISH THIS? Do you think that’s finished now?

Elaboration (1) ACLASFC038

negotiating roles, responsibilities and priorities in activities such as cooking or science experiments, making suggestions such as: PRO2 THINK BEST THIS FIRST, FINISH, NEXT THAT Do you think we should do this first and when that’s done, that next …

Elaboration (6) ACLASFC039

contributing to discussions by clarifying and critiquing ideas and developing and supporting arguments, using statements such as: I FEEL YOU RIGHT TALK OVER …. BECAUSE… I think it’s good you are talking about …., because…

Elaboration (4) ACLASFC047

reflecting on language and cultural differences in forms of address in signed and spoken languages that need to be taken into account when interacting interculturally, for example, the frequent use of a person’s name when addressing them directly in Australian …

Elaboration (3) ACLASFU054

identifying cultural differences between the use of personal names in Auslan and other languages, such as the fact that Auslan signers do not use a person’s name when addressing them directly as do users of many spoken languages

Elaboration (7) ACLASFU054

analysing stories about deaf people’s history for the ways in which they embody cultural values and information, for example accounts of Thomas Pattison, FJ Rose and William Thomson establishing the first schools for deaf children

Elaboration (10) ACLASFC064

suggesting how reciprocity works in relation to community members sharing responsibility for each other’s wellbeing, comparing examples of how they themselves negotiate relationships with each other and look out for each other

Elaboration ACLASFU071

considering the impact of international historical events such as the Milan Congress (1880) and the linguistic recognition and documentation of signed languages (1960s and 1970s) on the use of signed languages in education and deaf people’s feelings of …

Elaboration (2) ACLASFU087

analysing an Auslan text in depth, for example by identifying characteristic features of the particular text type and discussing how language choices are made to take account of a text’s intended audience and purpose

Elaboration (5) ACLASFC100

building an understanding of the concept of Deafhood and how each individual’s journey of identity development contributes to social relationships and to the formation of community, for example, by creating an individual identity map or a hand map

Elaboration (3) ACLASFU126

identifying differences between the use of personal names in Auslan and in other languages, for example, Auslan signers not using a person’s name sign when addressing them directly, in contrast to the practice in many spoken languages

Elaboration ACLASFC132

viewing recorded or live children’s stories and nursery rhymes in Auslan, for example National Simultaneous Storytime books, demonstrating understanding through drawing, gesture, modelled signs or voice

Elaboration (4) ACLASFC155

reflecting on differences in forms of address in signed and spoken languages, for example, not using a person’s name when signing directly to them, unlike the common use of names in Australian English/other languages

Elaboration (4) ACLASFC163

describing relationships between members of their families or between classmates, for example: PRO3 POSS1 COUSIN WE2 GOOD FRIEND. She’s my cousin; we’re good friends.

Elaboration (4) ACLASFC165

monitoring their own and each other’s learning, for example by making comments such as: SURPRISE KNOW-NOT PRO1 I didn’t know that … THANKYOU PRO2 EXPLAIN CLEAR Thank you – that was really clear.

Elaboration (3) ACLASFU180

identifying cultural differences in the use of personal names in Auslan and their own background language, such as the fact that Auslan signers do not use a person’s name sign when addressing them directly as do users of many spoken languages

Elaboration ACLASFU197