Elaboration (5) ACLASFC116
translating and explaining the meaning of words or expressions associated with figurative language use in Auslan, such as train gone, sorry and comparing these to some common English idioms
Elaboration (5) | ACLASFC116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC116
creating basic translations of song lyrics or simple poems from English to Auslan
Elaboration (4) | ACLASFC116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC116
conducting sight translations of plain, high-interest, low-readability English texts such as short news articles that are written for their age group
Elaboration (6) | ACLASFC116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (8) ACLASFC116
explaining the role of accredited Auslan–English interpreters and that of Deaf interpreters, demonstrating through role-play correct protocols for working with interpreters
Elaboration (8) | ACLASFC116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC117
using bilingual online dictionaries and electronic tools to compose bilingual texts such as an online Auslan–English version of a school newsletter
Elaboration (3) | ACLASFC117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU125
identifying language documentation tools, such as ELAN, as important ways of recording, transmitting and maintaining the vitality of a language
Elaboration (7) | ACLASFU125 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC116
translating the school song into Auslan with support, identifying words or phrases that do not easily translate and finding suitable equivalents in Auslan that match the English concept
Elaboration | ACLASFC116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU120
understanding that NMFs are important in sign language for marking forms such as questions
Elaboration | ACLASFU120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC112
learning new Auslan vocabulary and language structures through interacting with Deaf visitors, teachers and mentors, recording the new language in personal sign dictionaries
Elaboration (5) | ACLASFC112 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU125
understanding that some languages used in Australia, such as English, have large numbers of users, while others, such as many Aboriginal and Torres Strait Islander languages, are endangered or in the process of being revived or reclaimed
Elaboration (4) | ACLASFU125 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC119
reflecting on similarities and differences between signed language and spoken language users when joining interactions, taking turns, using names, or passing between people who are communicating with each other
Elaboration (2) | ACLASFC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU123
conducting an analysis of a selected sign text, taking into account audience, purpose and topic to explain language choices made by the signer
Elaboration (1) | ACLASFU123 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (8) ACLASFU125
recognising that languages may be perceived as ‘weak’ or ‘strong’ based on community values and the existence of documentation and literature in the language
Elaboration (8) | ACLASFU125 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFU126
appreciating the cultural value and importance of festivals and other events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity
Elaboration (5) | ACLASFU126 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC118
using a vlog journal entry to discuss how having peers who share the same language provides a social bond and builds confidence
Elaboration | ACLASFC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC118
identifying characteristics of deaf people’s visual awareness, such as good observation of body language and heightened alertness to hazards in the environment while walking/driving and signing
Elaboration (1) | ACLASFC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC111
following protocols and using appropriate language when using or accessing an interpreter, for example: SIT THERE PLEASE CAN YOU? Can you sit there, please?
Elaboration (5) | ACLASFC111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC111
following protocols for interrupting others, such as waiting for pauses in conversations and eye contact, or by using language such as: HOLD Hold that thought. QUICK INTERRUPT Can I just interrupt you quickly?
Elaboration (6) | ACLASFC111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC116
observing and interacting with deaf guests to the classroom who use different signed languages, such as ASL or a traditional signed language used by deaf Aboriginal and Torres Strait Islander elders, identifying differences between the languages and acting …
Elaboration (3) | ACLASFC116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC119
reflecting on similarities and differences in language and communication access, such as the extent of incidental learning acquired by hearing children through interaction with their external environment, for example by overhearing conversations or news …
Elaboration (1) | ACLASFC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum