Elaboration (6) ACLASFU107
investigating how Auslan and Deaf culture are promoted in the wider community, for example through the influence of organisations such as Deaf Australia, high-profile individuals such as activists or actors or events such as NWDP, Deaf festivals, Australian …
Elaboration (6) | ACLASFU107 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU108
recognising that people from different places and backgrounds may use different languages and have ways of living and communicating that differ from their own
Elaboration | ACLASFU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU108
appreciating that culture and cultural difference means that people may value different things or live differently, noticing observable examples of ‘difference’, such as ways of greeting (bowing versus shaking hands) or conveying information (through …
Elaboration (1) | ACLASFU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU108
recognising how they as deaf people live in ways that may be different from how hearing people live and that these ways are primarily visual, for example by responding to prompts such as: Compare how deaf and hearing people get the attention of someone …
Elaboration (2) | ACLASFU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFU108
recognising the importance of facial expression, eye gaze and non-manual features in conveying information in a visual-gestural language and culture
Elaboration (3) | ACLASFU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU108
understanding that culture is more than the visible aspects of people’s lives, that it also includes invisible elements such as beliefs and values, how people think about themselves and others, how they relate to their social and physical environments; …
Elaboration (4) | ACLASFU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFU108
recognising that in each culture there are general rules for what to say and do, when, where and with whom, and that these rules differ from culture to culture, for example, the Deaf culture places greater importance on eye contact than cultures that …
Elaboration (5) | ACLASFU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFU108
identifying the importance of signing space and proxemics in Auslan, particularly in relation to a person passing between two signers, or the positioning of communication partners
Elaboration (6) | ACLASFU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU108
recognising that shared experiences shape cultural values in Auslan and in other cultures, for example, the experience of deaf children being excluded from family and social discourse during dinner table conversations or social events gives rise to the …
Elaboration (7) | ACLASFU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (8) ACLASFU108
considering how some spaces make deaf people feel comfortable, for example, open-plan spaces with long sight lines allowing easy visual access
Elaboration (8) | ACLASFU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC109
recounting classroom events using indicating, plain and depicting verbs, for example: MONDAY PRO1-plural DS:many-people-go-to SPORT DAY. PRO1 ENJOY We all went to a sports day on Monday. I enjoyed it.
Elaboration | ACLASFC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC109
describing the appearance of people, objects and places using SASS depicting signs and spatial location
Elaboration (1) | ACLASFC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC109
recounting personal experiences using specific time-related signs and conjunctions, such as: LAST HOLIDAYS PRO1 CAMP Last holidays I went camping.
Elaboration (2) | ACLASFC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC109
describing activities they have completed using some verb modifications to show manner, for example: PRO1 WRITE-carelessly I wrote it very quickly.
Elaboration (3) | ACLASFC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC109
interacting with members of the Deaf community to share details of their personal world
Elaboration (4) | ACLASFC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC109
describing relationships between themselves and members of their school community, for example: PRO3 POSS1 BEST FRIEND She’s my best friend. M-R-S S-M-I-T-H POSS1 SCIENCE TEACHER Mrs Smith is my science teacher.
Elaboration (5) | ACLASFC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC109
recounting events involving more than one person using constructed action
Elaboration (6) | ACLASFC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFC109
describing events that they have experienced and how they made them feel, for example: MONDAY DEAF PERSON VISIT SCHOOL PRO1 EXCITED MEET On Monday a Deaf visitor came to school. I was excited to meet them. MOVIE SCARY BUT PRO1 LIKE The movie was scary …
Elaboration (7) | ACLASFC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (8) ACLASFC109
comparing attributes or characteristics of classmates or classroom objects, for example: S-A-M RUN FAST C-H-R-I-S WORSE FAST SPEED Sam runs fast but Chris runs the fastest. THAT BEST COMPUTER That’s the best computer.
Elaboration (8) | ACLASFC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFC109
comparing weekend or holiday routines, interests and activities, using signs associated with time, sequence and location, for example: REGULAR SUMMER PRO1-plural GROUP-MOVE-TO COUNTRY STAY++ TWO WEEK We go to the beach for three weeks in summer. WEEKEND …
Elaboration (9) | ACLASFC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum