Elaboration (2) ACLASFC055
discussing the relationship between events in their school or local community and interest groups they identify with by conducting an in-class survey
Elaboration (2) | ACLASFC055 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC056
organising and participating in visits by respected members of the Deaf community to their school to share knowledge and to promote Auslan skills in the wider community
Elaboration (2) | ACLASFC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC057
understanding and adopting different roles in a debate, using more elaborated sentence structures and interactional strategies to support discussion and provide clarification, for example: PRO2 DIGRESS NEED COME-BACK-TO-POINT You’ve gone off the topic. …
Elaboration (2) | ACLASFC057 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC058
viewing Auslan texts that present different views on an issue of relevance to their age group, such as cochlear implants or social inclusion, considering how context and culture shape perspectives
Elaboration (2) | ACLASFC058 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC059
creating texts such as vlogs or advertisements that present information intended to convince or persuade others of the importance of learning Auslan
Elaboration (2) | ACLASFC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC060
analysing performances of Deaf poetry, for example by discussing themes, expression and construction and comparing how sign choice and stylistic techniques combine to convey ideas and emotions
Elaboration (2) | ACLASFC060 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC061
creating imaginative texts that present abstract ideas, such as hope, inclusion, friendship, in creative or amusing ways
Elaboration (2) | ACLASFC061 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC062
analysing an Auslan version of a frozen text such as the Australian National Anthem, considering why some words or expressions require freer translation than others
Elaboration (2) | ACLASFC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC063
creating bilingual public information texts, such as details about Deaf community events such as the National Week of Deaf People schedule and the importance of the event, and posting these on the school website
Elaboration (2) | ACLASFC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC064
describing how the concept of Deafhood applies to them and to others by evaluating texts and media portrayals of deaf identity
Elaboration (2) | ACLASFC064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC065
reflecting on the concepts of insider and outsider views of the Deaf community and on their own position as first language learners of Auslan
Elaboration (2) | ACLASFC065 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU066
recognising that signed languages show more iconicity than spoken languages because they are visual not auditory, and that most referents have visual features
Elaboration (2) | ACLASFU066 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU067
recognising that in character space, signers can use locations for present referents, non-present referents, or abstract referents that do not exist in space
Elaboration (2) | ACLASFU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU068
being able to describe various types of clauses and recognising that these often co-occur with particular NMFs, such as questions, topicalised sentences, negation or conditionals
Elaboration (2) | ACLASFU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU069
analysing signers’ use of pausing in a description or information report
Elaboration (2) | ACLASFU069 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU070
understanding that greater contact between signers internationally has led to increased borrowing between sign languages, for example, signs that refer to different nation states and cities around the globe, for example, the old Auslan sign for America …
Elaboration (2) | ACLASFU070 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU071
investigating the geographical location, origins and history of deaf schools in Australia and the impact of these institutions on the transmission, use and status of Auslan
Elaboration (2) | ACLASFU071 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU072
analysing how concepts related to cultural practices are expressed through language, for example, by identifying particular elements of naming systems, such as the use of pointing, NMFs and name signs, as in the case of number name signs of older deaf …
Elaboration (2) | ACLASFU072 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFU072
identifying and discussing core cultural concepts reflected in Auslan such as the collective nature of the Deaf community, the importance of respect for elders and of reciprocity and responsibility, for example, how signing TAP-MANY, TAP-2H++ reflects …
Elaboration (3) | ACLASFU072 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC056
following sequenced directions that involve the use of practical information, for example: SEE DS:wavy-surface, KNOW WHERE SCRATCH? S-A-N-D POLISH MORE DS:thick-to-thin 2MM SMOOTH See where the surface is uneven? You sand that back 2 mm and it gets …
Elaboration (5) | ACLASFC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum