Search

Elaboration (3) ACLASFC130

identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape, for example when interacting with materials and objects

Elaboration (4) ACLASFC132

participating in interactions in Auslan that involve imaginative responses to stimuli, using gestures, handshapes, facial expressions and simple signs

Elaboration (3) ACLASFC134

explaining to family and friends the meaning and use of simple signs and expressions, for example, DOG, CAT, BIRD

Elaboration (2) ACLASFC135

making their own bilingual picture dictionaries with English labels, images of signs and simple descriptions of signs

Elaboration (5) ACLASFU138

recognising that some signs are iconic, linking to the appearance of a referent, for example, HOUSE, TREE, DRINK, ELEPHANT, and that some are not, such as SISTER, WHY, SIMPLE

Elaboration (4) ACLASFC148

following the steps of a signed demonstration or procedure such as baking/cooking or simple science experiments, checking with each other about ingredients and processes

Elaboration (1) ACLASFC150

participating in Auslan games using simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’

Elaboration (5) ACLASFC188

interpreting very simple interactions between deaf students or guests and non-signers, such as a hearing teacher, librarian or canteen manager

Elaboration (5) ACLASFC203

creating and presenting explanations about simple biological or mechanical phenomena or processes, such as how the ear, hearing aids and cochlear implants work

Elaboration (1) ACLASFC136

identifying themselves as belonging to a family, class or peer group, representing these relationships through captioned pictures or photos or by creating simple digital presentations

learning to film themselves and analyse the video or to read simple glosses produced by the teacher, and understanding that the English word used is often not an exact match for the meaning of the sign

Elaboration ACLASFC167

assembling an information pack about their school to support newly arrived deaf students, including a signed glossary of key people and places and simple directions to navigate the school

Elaboration (3) ACLASFC127

describing the appearance of people or objects using simple statements and supporting pictures or props, for example: PRO3 HAVE DS:curly-hair He has curly hair. THAT HORSE BIG The horse is big.

Elaboration (4) ACLASFC127

expressing likes and dislikes using simple statements such as: PRO1 LIKE SCHOOL I like school. FLOWER DON’T-LIKE I don’t like flowers. PRO1 HATE APPLES I hate apples.

Elaboration (3) ACLASFC132

interacting with a signing puppet or doll in an imaginary setting, for example by signing simple questions such as: WHAT NAME PRO2? What is your name? WHAT LIKE D-O PRO2? What do you like to do?

Elaboration (2) ACLASFC134

comparing and contrasting the iconicity of some simple signs in terms of their similarity to the object/referent, for example, drink, food, kangaroo, considering how this may help with translation between languages

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 (2) ACLASFC127

asking and answering simple questions about family, friends and pets, such as: PRO2 BIRD HAVE PRO2? Do you have a bird? PRO1 DON’T-HAVE I don’t have one. SISTER-BROTHER HOW MANY? How many brothers and sisters do you have? 2 BROTHER 1 SISTER Two …

Curriculum Types

Curriculum Elements Types

General Capabilities