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 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 (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

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 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