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Elaboration (5) ACLASFU138

recognising that some signs are iconic, linking to the appearance of a referent, for example, HOUSE, TREE, DRINK, ELEPHANT, and that some are not, such as SISTER, WHY, SIMPLE

Elaboration (4) ACLASFC148

following the steps of a signed demonstration or procedure such as baking/cooking or simple science experiments, checking with each other about ingredients and processes

Elaboration (1) ACLASFC150

participating in Auslan games using simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’

Elaboration (5) ACLASFC188

interpreting very simple interactions between deaf students or guests and non-signers, such as a hearing teacher, librarian or canteen manager

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 (3) ACLASFC221

presenting descriptions of items of school equipment such as those used in woodwork, science or sports, and giving simple signed explanations of how they work

Elaboration (4) ACLASFC221

instructing the class in a procedural text such as a simple recipe or instruction guide, using list buoys

Elaboration (2) ACLASFC225

recording and transcribing into English some simple Auslan ‘identity stories’ filmed with members of the Deaf community

Elaboration (5) ACLASFC225

translating short, simple written or spoken texts into Auslan, for example, instructions for a game or procedures such as recipes

Elaboration (1) ACLCHU026

listening to and viewing simple conversational exchanges, recognising tone-syllables and experiencing the differences between Chinese and English intonation

Elaboration (8) ACLFWU014

using morphemes and syllabification to break up simple words and using visual memory to write more complex or less familiar words

Elaboration (8) ACLFWC135

responding to simple questions about characters and events in imaginative and expressive texts such as stories, songs, dances

Elaboration (2) ACLFWC136

re-enacting or retelling simple stories, episodes or interactions, using puppets, props, actions or gestures and modelled language

Elaboration ACLFWC160

creating bilingual wall charts or picture dictionaries with captions and simple descriptions in English to explain language words and related cultural ideas

Elaboration (5) ACLFWC180

composing simple songs, sporting chants, jingles, posters or advertisements for real or imagined situations or products

Elaboration (2) ACLFWC073

re-enacting or retelling simple stories, episodes or interactions with puppets, props, actions or gestures, using modelled language

Elaboration (3) ACLARC107

sharing information about self, home, family and favourite possessions, using simple sentence structures, familiar vocabulary, appropriate gestures and concrete materials such as toys, for example,هذه لعبتي؛ اشترت أمي لي هذه اللعبة في عيد ميلادي؛ أسمها …

Elaboration (2) ACLFRC019

exchanging information about self, family, friends or interests, building vocabulary, using simple statements and cohesive devices such as the conjunctions et, mais and ou, and experimenting with gestures (for example, shrugging, thumb/fingers gesture …

Elaboration (2) ACLHIC005

using simple sentence structures, familiar vocabulary and supporting gestures to talk about themselves and their immediate environment, for example, मेरे पास एक लाल गाड़ी है। मैं प्रार्थना करने मंदिर / मस्जिद / गुरुद्वारे / गिरिजाघर जाता हूँ l

Elaboration (1) ACLJAC127

exchanging information and building vocabulary to communicate about self, friends or family, using simple statements such as かぞく　は　六人　です。おとうさん　と　おかあさん　と　おねえさん　と　ぼく　と　いもうと　と　あかちゃん　です。いもうと　は　五さい　です。おかあさん　は　やさしい　です。

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Cross Curriculum Priorities