Elaboration (1) ACLASFU144
appreciating that culture and cultural difference means that people may value different things or live differently, noticing observable examples of such difference, such as ways of greeting (bowing versus shaking hands) or conveying information (through …
Elaboration (1) | ACLASFU144 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC145
recounting personal experiences using specific time-related signs and conjunctions, such as BEFORE, AFTER, LONG-TIME-AGO, for example: LONG-TIME-AGO PRO1 FLY NEW ZEALAND A long time ago I went on a plane to New Zealand.
Elaboration (1) | ACLASFC145 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC146
following directions for activities such as a treasure hunt or creating a garden, using prepositions such as ON, UNDER, BEHIND and entity depicting signs, such as: DS:turn-left DEAD-END DS:turn-right. Go left, then at the end turn right. PLEASE BRING …
Elaboration (1) | ACLASFC146 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC147
attracting attention or asking for help, repetition or clarification, for example: PLEASE HELP-me? Can you help me, please? PLEASE AGAIN SIGN Please sign that again. PLEASE EXPLAIN-to self AGAIN Please explain that again. WHAT MEAN? What do you …
Elaboration (1) | ACLASFC147 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC148
watching Auslan texts that show people expressing likes and dislikes, and recording observations in table form
Elaboration (1) | ACLASFC148 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC149
presenting routine class information, such as weather reports or daily schedules, using visual prompts and signed descriptions
Elaboration (1) | ACLASFC149 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC150
participating in Auslan games using simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’
Elaboration (1) | ACLASFC150 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC151
participating in storytelling games or imaginative activities, for example, the joint construction of a progressive story such as I went to market and bought …
Elaboration (1) | ACLASFC151 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC152
identifying and comparing key signs and words in Auslan and English versions of favourite stories, for example, ‘The Three Little Pigs’ and ‘The Old Woman Who Swallowed a Fly’, noticing how signs can represent concepts which might not have a direct match …
Elaboration (1) | ACLASFC152 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC153
creating bilingual texts for the classroom or school community, for example, posters, library displays or digital newsletter items, discussing how to represent meaning in each language for different audiences
Elaboration (1) | ACLASFC153 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC154
creating a profile to capture their sense of self, for example through creating an avatar or montage, using key signs, fingerspelled letters or simple Auslan expressions in a digital file to identify significant characteristics, traits or experiences
Elaboration (1) | ACLASFC154 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC155
comparing their own and each other’s reflections on the experience of learning and communicating in Auslan, and considering whether their attitudes or understandings have changed through this experience
Elaboration (1) | ACLASFC155 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU156
noticing the five major locations of signs on the body or in space, and identifying signs associated with each, such as SEE (head/face), SAY (mouth/chin), WHY (chest), TALK (hand) and ONE (signing space)
Elaboration (1) | ACLASFU156 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU157
discussing the functions of different pointing signs, such as pronouns, determiners and locatives
Elaboration (1) | ACLASFU157 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU158
understanding how DSs and adverbs can give extra information about an activity
Elaboration (1) | ACLASFU158 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU159
discussing and comparing the purposes of familiar texts such as class discussions or stories
Elaboration (1) | ACLASFU159 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU160
recognising that variation also occurs in spoken languages and noticing some different words for the same thing in English, such as cossie/cozzie, togs or bathers
Elaboration (1) | ACLASFU160 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU161
identifying how deaf people modify space to maximise visual attention, such as adjusting seating or removing visual obstacles
Elaboration (1) | ACLASFU161 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU162
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 (1) | ACLASFU162 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC163
discussing aspects of their school experience, using familiar lexicalised fingerspelled signs to talk about shared places or people they know, for example: M-O-N M-R S-M-I-T-H GIVE-me BOOK THAT NEW On Monday Mr Smith gave me a new book.
Elaboration (1) | ACLASFC163 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum