Elaboration (3) ACLASFC047

explaining how their assumptions about users of other languages and ways of understanding the world are changing as a result of intercultural language and experiential learning

Elaboration (3) | ACLASFC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFC083

discussing how intercultural communication is a two-way process which involves shared responsibility for meaning-making and ensuring understanding

Elaboration (6) | ACLASFC083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC119

Reflect on the experience of learning and using Auslan in and out of school, and ways in which their understanding of intercultural communication has developed[Key concepts: intercultural communication, perspective, insight, self-reflection, making meaning, …

Elaborations ScOT Terms

ACLASFC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Years 5 and 6 Auslan

The nature of the learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing …

Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC065

Participate in and reflect on intercultural interactions and experiences, for example by considering and comparing their responses and strategies when engaging with hearing people[Key concepts: intercultural experience, ways of knowing and being, discrimination; …

Elaborations ScOT Terms

ACLASFC065 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC083

Reflect on the experience of learning and using Auslan formally in school, and considering how intercultural communication involves shared responsibility for making meaning[Key concepts: intercultural communication, perspective, insight, self-reflection, …

Elaborations ScOT Terms

ACLASFC083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Years 9 and 10 Auslan

The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more …

Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Foundation to Year 2 Auslan

The nature of the learners Most hearing children, or deaf children from signing families, enter the early years of schooling with established communication in one or more languages. Cognitive and social development at this stage is exploratory and egocentric; …

Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFC079

using metaphors to extend or redirect a favourite text that invites reflection on cultural or intercultural experiences

Elaboration (6) | ACLASFC079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Years 7 and 8 Auslan

The nature of the learners The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum …

Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC079

Create imaginative texts designed to engage and/or reflect the interests of specific audiences and to stimulate discussion of cultural issues and experiences[Key concepts: mode, multimodality, visual imagery, metaphor, intercultural experience; Key processes: …

Elaborations ScOT Terms

ACLASFC079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC101

Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from other language(s) and forms of cultural expression[Key concepts: intercultural experience, ways of knowing and being; Key processes: …

Elaborations ScOT Terms

ACLASFC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFC062

considering possible consequences of lack of equivalence between Auslan and English words and phrases in terms of intercultural communication, providing examples from their own experience

Elaboration (1) | ACLASFC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC021

indicating understanding, for example: RIGHT-YEAH Aaah, right.

Elaboration (5) | ACLASFC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (9) ACLASFC003

interacting with each other or the teacher by using eye gaze and other NMFs to indicate agreement/disagreement or understanding/lack of understanding

Elaboration (9) | ACLASFC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFC083

considering the layers of intercultural complexity and depth in the Deaf community, for example in relation to the insider/outsider concept or the role of deaf members of deaf families, and reflecting on their own position within such frameworks

Elaboration (3) | ACLASFC083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU036

Explore connections between identity and cultural values and beliefs and the expression of these connections in Auslan[Key concepts: language, culture, symbol; Key processes: exploring, understanding, noticing, recognising, questioning, making connec …

Elaborations ScOT Terms

ACLASFU036 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU108

Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan[Key concepts: language, culture, identity difference, transmission; Key processes: recognising, exploring, understanding, …

Elaborations ScOT Terms

ACLASFU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU120

Explore various types of non-manual features, types of iconicity in signs and the use of software to transcribe signs[Key concepts: transcription, iconicity; Key processes: identifying, noticing, understanding]

Elaborations ScOT Terms

ACLASFU120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFU014

understanding that proper nouns can have a sign name or be fingerspelled

Elaboration (1) | ACLASFU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum