ACLASFC147

Respond to questions, directions and requests, using non-manual features and simple questions and statements to ask for help, to indicate understanding or agreement and to negotiate turn-taking[Key concepts: instruction, clarification, turn-taking, back-channel, …

Elaborations ScOT Terms

ACLASFC147 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU252

Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages[Key concepts: …

Elaborations ScOT Terms

ACLASFU252 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Achievement Standard Auslan Years 7 and 8

By the end of Year 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFU138

understanding that sounds in English words are like handshapes, movements and locations in Auslan in the sense that they are combined together to make signs

Elaboration (3) | ACLASFU138 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFU138

understanding that while English is spoken and heard as well as written and read, Auslan is usually uniquely ‘through the air’ and not written down

Elaboration (6) | ACLASFU138 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFC146

understanding and using expressions of support, encouragement or praise during shared activities, for example, GOOD, EXCELLENT, CONGRATULATIONS

Elaboration (4) | ACLASFC146 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFU157

understanding that some verb forms in Auslan indicate who is involved in a verb by changing the direction of the movement or orientation of the handshape

Elaboration (3) | ACLASFU157 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFU161

understanding cultural values associated with the conferment of name signs to people, such as second language learners of Auslan who are joining the Deaf community

Elaboration (4) | ACLASFU161 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFU161

understanding how and why some deaf children face challenges with communication in hearing families or in social settings

Elaboration (6) | ACLASFU161 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFU162

exploring culture as an essential part of human life, understanding that it is shared, passed on between generations and is closely connected to language and to identity

Elaboration | ACLASFU162 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFU174

‘reading’ and transcribing glossed texts, including indicating understanding that there are markings to show NMFs and spatial locations

Elaboration (6) | ACLASFU174 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (7) ACLASFU179

understanding the role and function of Auslan–English interpreters and Deaf interpreters and the access and opportunities they provide to language users

Elaboration (7) | ACLASFU179 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFC184

surveying friends and family members about views on learning Auslan, analysing findings in terms of variations in understanding and attitudes

Elaboration (4) | ACLASFC184 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFU192

understanding that signs can be iconic in a number of ways, such as representing a whole object or part of an object

Elaboration (1) | ACLASFU192 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFU194

understanding the different functions of a range of NMFs, such as those used for questions, topicalisation, negation or conditional forms

Elaboration (3) | ACLASFU194 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (13) ACLASFU197

understanding the challenges faced by Auslan and other signed languages due to intergenerational disjunction in language transmission

Elaboration (13) | ACLASFU197 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFC209

reflecting on how learning Auslan provides a distinctive and additional means of understanding the world in which they live

Elaboration | ACLASFC209 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFU210

understanding that the elements of a sign can be arbitrary (for example, the handshape or movement of the sign WHY) or meaningful, such as the movement and the handshape in the sign GIVE

Elaboration (2) | ACLASFU210 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFU233

understanding cultural values associated with the conferring of name signs on those such as second language learners of Auslan who are joining the Deaf community

Elaboration (3) | ACLASFU233 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFU234

exploring the nature of culture as an essential part of human life, understanding that it is shared, passed on between generations and is closely connected to language and identity

Elaboration (4) | ACLASFU234 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum