Elaboration (9) ACLASFC127
describing what they are doing in class activities using plain verbs, for example, PRO1 RUN, PRO1 READ
Elaboration (9) | ACLASFC127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC127
expressing wishes for particular occasions or events, for example, THANK-YOU, GOOD-LUCK or HAPPY BIRTHDAY
Elaboration (6) | ACLASFC127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC129
using voice-off when possible while signing and keeping appropriate signing space between signers
Elaboration (6) | ACLASFC129 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC132
shadowing non-manual features in short Auslan poems or stories
Elaboration (6) | ACLASFC132 | 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 (6) ACLASFU140
recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
Elaboration (6) | ACLASFU140 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum