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Elaboration (3) ACLASFU122

noticing that clauses can be made more vivid by integrating CA or DSs to show with body or hands or by showing adverbial or adjectival meanings

Elaboration (3) ACLASFU123

noticing how signers achieve textual cohesion and coherence through the use of connectives that create links between clauses, for example BUT and G:WELL

interviewing older members of Deaf families or Deaf communities and reporting back to the class about any differences in signing they noticed, such as more use of fingerspelled words, less use of NMFs and depicting signs, or the use of different signs, …

Elaboration (3) ACLASFU125

recognising that some languages have no written form and have historically been passed on face to face/orally, making them less well recorded and documented

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 (3) ACLASFC127

describing the appearance of people or objects using simple statements and supporting pictures or props, for example: PRO3 HAVE DS:curly-hair He has curly hair. THAT HORSE BIG The horse is big.

Elaboration (3) ACLASFC128

participating in collaborative tasks that involve selecting, exchanging or classifying objects by attributes such as shape, colour or number

Elaboration (3) ACLASFC129

gaining attention in appropriate ways, for example by waving or tapping a shoulder or table

Elaboration (3) ACLASFC130

identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape, for example when interacting with materials and objects

Elaboration (3) ACLASFC131

recounting a class excursion, sequencing events through the use of familiar signs, gestures and photos

Elaboration (3) ACLASFC132

interacting with a signing puppet or doll in an imaginary setting, for example by signing simple questions such as: WHAT NAME PRO2? What is your name? WHAT LIKE D-O PRO2? What do you like to do?

Elaboration (3) ACLASFC133

creating amusing sequences of signs using a fixed handshape, such as the index finger ‘point’, PRO2 THINK PRO1 SHY? Do you think I’m shy?

Elaboration (3) ACLASFC134

explaining to family and friends the meaning and use of simple signs and expressions, for example, DOG, CAT, BIRD

Elaboration (3) ACLASFC137

discussing changes or adaptations they make to their communicative style when using Auslan, for example waiting until they have a deaf person’s visual attention before signing to them, maintaining eye contact when the other person is signing to them

Elaboration (3) ACLASFU138

understanding that sounds in English words are like handshapes, movements and locations in Auslan in the sense that they are combined together to make signs

Elaboration (3) ACLASFU139

identifying what sorts of things can be represented in a DS by handshape, for example, point can mean a person or tree or pole

Elaboration (3) ACLASFU140

identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause

Elaboration (3) ACLASFU142

recognising that Auslan borrows from other languages just as English does, and collecting words and signs used in their everyday lives that come from different signed and spoken languages

Elaboration (3) ACLASFU143

recognising that Auslan is a legitimate language, different from mime and gestures such as those used to accompany songs in spoken languages

Elaboration (3) ACLASFU144

exploring how deaf people live in ways that may be different from how hearing people live, for example by responding to stimulus questions such as How do deaf people ensure they can always see other people who are signing? How do deaf people watch movies …

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Cross Curriculum Priorities