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Elaboration ACLARU165

understanding that Arabic sentences can be separated by commas and that a paragraph may only have one full stop at the end

comparing two versions of the same dialogue, one containing contractions and ellipsis and another containing the full linguistic forms, analysing the contexts and impact of their use, and reflecting on the different effects

Elaboration (8) ACLASFC226

identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA

Elaboration (2) ACLJAU156

knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を

Elaboration (2) ACLASFC002

following directions in activities such as an obstacle course or action game, using directional terms or depicting signs such as DS:turn-left DEAD-END DS:turn-right Go left, then at the end turn right. PLEASE BRING MILK FRIDGE DS:open-door POINT Please …

Elaboration ACLASFU160

exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the northern (Qld and NSW) and southern (Vic., SA, WA and Tas.) dialects, such …

Elaboration (7) ACLHIU031

recognising that punctuation in English is the same as in Hindi apart from the use of capital letters and a different symbol for a full stop

Elaboration (11) ACLINU030

recognising that the same rules of punctuation apply as in English, for example, using capital letters and full stops for sentences

Elaboration (1) ACLKOU164

using basic punctuation in writing, including a question mark (?) for questions and a full stop (.) for other types of sentences

Elaboration (3) ACLKOU031

using basic punctuation in writing, including a question mark (?) for questions and a full stop (.) for other types of sentences

Elaboration (5) ACLMGU131

applying appropriate punctuation marks such as full stop, comma (in lists), exclamation mark and question mark

Elaboration (5) ACLMGU148

understanding and applying punctuation marks in writing, for example, full stop, comma, exclamation mark, apostrophe, speech marks and question mark

Elaboration (7) ACLVIU151

using appropriate punctuation in writing, including commas, full stops, question marks, semicolons, colons, inverted commas and exclamation marks

Elaboration (20) ACLVIU013

understanding the use of appropriate punctuation in writing, for example, full stops, commas and exclamation marks

Elaboration (1) ACLARU131

using basic punctuation in writing, including question marks (?), commas (,) and full stops (.) and semi-colons (؛)

Elaboration (1) ACLJAC134

explaining and modelling culture-specific practices and formulaic language, such as apologising for being late by waiting at the entrance/door, bowing and using the expression おくれて　すみません。しつれいします。

Elaboration (5) ACLGEU148

understanding and applying punctuation rules (full stops, question marks, exclamation marks, commas, quotation marks) in German, including the meaning and use of full stops and commas in ordinal and decimal numbers (die 3. Klasse and 9,50 Euro), and capitalisation …

Elaboration (6) ACLASFU090

analysing ways in which deaf people interpret and exploit the possibilities and cultural meanings of sound, for example, in games and stories which incorporate signs for sound and reactions to sound, for example, a door slamming

Elaboration ACLASFC222

participating in Auslan games and activities using simple clauses in creative ways, for example, ‘Sign Circle’, or passing on a sign shape, for example a rectangle is signed as a door then by the next person as a jewellery box and the next person as a …

Elaboration (2) ACLASFU233

describing how and why deaf people use vibrating devices to alert them to alarms or information, or have flashing lights for the door, phone, alarm clock, baby cry alarm and other systems

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