Elaboration (2) ACLASFU122
understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)
Elaboration (2) | ACLASFU122 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFU125
reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community, and considering ways in which they influence the function and nature of Auslan, for example by the introduction of neologisms
Elaboration (6) | ACLASFU125 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU126
understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of sound in deaf people’s lives is usually not the same as in hearing people’s experience
Elaboration (7) | ACLASFU126 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFU156
understanding that NMFs can also be an element of a sign and can show emotional states such as a happy expression or grammatical information, for example, a frown to mark a negative
Elaboration (5) | ACLASFU156 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (8) ACLASFU156
learning to film themselves and analyse the video or to read simple glosses produced by the teacher, and understanding that the English word used is often not an exact match for the meaning of the sign
Elaboration (8) | ACLASFU156 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU158
understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)
Elaboration (4) | ACLASFU158 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFU161
understanding that Aboriginal and Torres Strait Islander signed languages arise from specific needs, for example, certain cultural restrictions on speech, or the presence of deaf people
Elaboration (9) | ACLASFU161 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC165
using discourse markers in conversation to indicate understanding, attention or consideration, for example: SURPRISE oooh (with appropriate intonation) INCREDIBLE No way! WOW Wow! UM um
Elaboration (2) | ACLASFC165 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU177
identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points, list buoys, and how such strategies support understanding
Elaboration (2) | ACLASFU177 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFU180
understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of sound in deaf people’s lives is not the same as in hearing people’s experience
Elaboration (6) | ACLASFU180 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC183
commenting on information provided by others to indicate or to clarify understanding, for example: NOD INTERESTING Mmm, interesting. TRUE WHAT ABOUT…? True, but what about …?
Elaboration (2) | ACLASFC183 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU213
expanding understanding of textual conventions, for example by explaining why signers choose alternatives to actor-verb-undergoer in a real text to topicalise an important point
Elaboration (4) | ACLASFU213 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFU232
recognising that Auslan includes loan signs from Signed English, such as TOY or DAD, and understanding why some older deaf people are uncomfortable with these changes
Elaboration (5) | ACLASFU232 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC245
reflecting on how learning Auslan provides a distinctive and additional means of understanding the world in which they live and the relationship that exists between language, culture and identity
Elaboration | ACLASFC245 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU249
expanding understanding of textual conventions, for example by explaining why signers choose alternatives to actor-verb-undergoer in a real text to topicalise the important point
Elaboration (2) | ACLASFU249 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (8) ACLASFU251
reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community, and considering ways in which they influence the function and nature of Auslan, for example by the introduction of neologisms
Elaboration (8) | ACLASFU251 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (16) ACLASFU251
understanding the importance of advocating for Deaf rights to address existing gaps in services, for example in relation to issues such as the increased provision of Auslan interpreters, Deaf interpreters or captioning
Elaboration (16) | ACLASFU251 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFU252
understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of sound in deaf people’s lives is usually not the same as in hearing people’s experience
Elaboration (9) | ACLASFU252 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU016
understanding that there are two main Auslan dialects: the southern dialect used in Victoria, South Australia, Western Australia, the Northern Territory and Tasmania and the northern dialect used in New South Wales, Queensland and the Australian Capital …
Elaboration | ACLASFU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU017
recognising the unique nature of signed languages and understanding that there are many different signed languages in use around the world, including in Aboriginal and Torres Strait Islander communities, and that there is not one ‘universal’ signed l …
Elaboration (2) | ACLASFU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum