Elaboration (4) ACLASFC187
re-creating a theatre set from a two-dimensional image using signed space
Elaboration (4) | ACLASFC187 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU138
Recognise that meaning can be expressed through English words or Auslan signs and that signs have set handshapes, movements and locations, and identify and reproduce them independently[Key concepts: handshape, movement, location, iconicity; Key processes: …
Elaborations ScOT Terms
ACLASFU138 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU211
recognising that signers can set up referents in the signing space as if they are part of that space (character space, for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table) or as if they are outside it (observer, …
Elaboration | ACLASFU211 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU160
exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the northern (Qld and NSW) and southern (Vic., SA, WA and Tas.) dialects, such …
Elaboration | ACLASFU160 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFU156
identifying single, double and two-handed signs, and recognising which hand is dominant (the pen hand) and which is non-dominant (the paper hand) within two-handed signs
Elaboration (6) | ACLASFU156 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC172
viewing a series of Auslan identity stories, such as those found in the Griffith University Introduction to Deaf Studies Unit 1 set, comparing their own experiences to those described by deaf children and adults in the footage
Elaboration (1) | ACLASFC172 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC150
comparing two signed versions of a story such as ‘The Hare and the Tortoise’ and indicating their preference for one version over the other
Elaboration (3) | ACLASFC150 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC151
creating a humorous skit using constructed action that involves interaction between two characters
Elaboration (3) | ACLASFC151 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC169
working collaboratively to create a visual representation of a face, using the hands and bodies of at least two classmates
Elaboration (2) | ACLASFC169 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC187
working collaboratively to create a static scene or diorama using the hands and bodies of at least two signers
Elaboration (2) | ACLASFC187 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC209
considering how intercultural communication is a two-way process which involves shared responsibility for meaning-making and ensuring understanding
Elaboration (6) | ACLASFC209 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC169
creating and performing an adaptation of a humorous story with two or more characters, using elements of constructed action such as eye gaze change, body shift and head orientation change
Elaboration | ACLASFC169 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU142
understanding that there are two main Auslan dialects: the southern dialect used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory; and the northern dialect used in New South Wales, Queensland and the Australian Capital …
Elaboration | ACLASFU142 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU180
identifying the cultural importance of elements of communication such as the use of signing space and proxemics by Auslan users, particularly in relation to a person passing between two signers, or to the positioning of communication partners
Elaboration (2) | ACLASFU180 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU195
applying knowledge of the choices a signer can make in texts, for example by comparing two signers’ texts about the same topic and evaluating the different choices they have made in terms of enacting through DSs or CA
Elaboration (2) | ACLASFU195 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU214
noticing ways people might adapt language according to situation of use, such as when signing to a large audience, the use of one hand or two, clarity of sign production, size of signing space, pace, NMFs, pauses and amount of fingerspelling
Elaboration (4) | ACLASFU214 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
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 …
Elaboration (2) | ACLASFC127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum