Elaboration ACLASFC235
explaining or justifying a position in relation to personal and social issues, such as the inclusion of deaf jury members, using simple clauses and more complex constructions, such as statements, if…then… or when constructions, for example: IF DS:place-person …
Elaboration | ACLASFC235 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC235
debating issues such as whether schools should have a school uniform, using a range of conjunctions and complex clauses, for example: SPORT, PRO1 THINK GOOD BECAUSE ENCOURAGE PEOPLE GO-OUT MEET-VARIOUS PEOPLE I think sport is great because it encourages …
Elaboration (1) | ACLASFC235 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC235
participating in conversations with their peers using strategies to sustain interactions, such as turn-taking and asking for repetition, clarification or confirmation, for example: WHAT? PLEASE AGAIN Could you repeat that, please? STILL GO-AHEAD Go …
Elaboration (2) | ACLASFC235 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC235
communicating with other Auslan users via digital media to exchange views or to express personal opinion on topics such as co-educational or single-sex schools
Elaboration (3) | ACLASFC235 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC235
adjusting their language to socialise with different audiences, such as primary school Auslan users, using appropriate code-switching techniques
Elaboration (4) | ACLASFC235 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC236
participating in visits to a Deaf club or organisation and sharing responsibility for individual elements of a report that highlights key features of the experience
Elaboration | ACLASFC236 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC236
working with peers to solve problems, such as how to use video editing and/or captioning programs
Elaboration (1) | ACLASFC236 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC236
working with a team to plan a fundraising event or a promotional display for Auslan at an open day/night and evaluating the experience to improve subsequent planning and organisation
Elaboration (2) | ACLASFC236 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC236
assuming the role of a chairperson managing a small group discussion and conducting decision-making processes
Elaboration (3) | ACLASFC236 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC236
contributing to the solving of hypothetical scenarios using conditionals, for example designing questions for a job interview such as: PRETEND SOMEONE DS:one-person-approach-other BLAST, PRO2 D-O WHAT? Pretend someone approaches you and tells you off; …
Elaboration (4) | ACLASFC236 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC237
demonstrating use of appropriate protocols within and beyond the classroom, such as gaining group attention through flashing lights, tapping, foot stomping and waving, and maintaining eye gaze, back-channelling and limiting the use of voice when interacting …
Elaboration | ACLASFC237 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC237
adjusting the physical environment, including people and objects, to enable communication in a well-lit environment without glare or obstructions
Elaboration (1) | ACLASFC237 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC237
demonstrating culturally appropriate behaviours when using or accessing an interpreter, such as not interrupting or blocking the line of sight
Elaboration (2) | ACLASFC237 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC237
using appropriate discourse markers and NMFs to facilitate clear communication, for example: SURPRISE Oooh (with appropriate intonation) INCREDIBLE No way! WOW Wow! UM um … HOLD… Hang on a minute …
Elaboration (3) | ACLASFC237 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC237
clarifying information, such as: WHAT? PLEASE AGAIN Could you repeat that, please? RIGHT PRO2 SAY PRO1 FIX THAT? So, you want me to fix that? PLEASE SLOW SIGN Could you sign that slowly, please? PRO2 SAY BEFORE WHAT? What did you just say, so …
Elaboration (4) | ACLASFC237 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC237
asking for elaboration of information by adding comments, for example: RIGHT-YEAH INTERESTING BUT I WANT ADD COMMENT Well, yes, that’s interesting but I’d like to add something. STILL GO-AHEAD Go ahead …
Elaboration (5) | ACLASFC237 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC238
interviewing an Auslan user, using prepared questions to find out about their experiences or opinions on selected topics, such as early language learning for deaf babies or their experience of education, selecting key elements of their commentary to produce …
Elaboration | ACLASFC238 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC238
observing informative signed texts from the Deaf community and deaf-related organisations, such as emergency or advocacy texts, and rephrasing key points in a form suitable for a younger audience
Elaboration (1) | ACLASFC238 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC238
collecting information from a variety of signed sources to inform class discussions on current affairs, for example the prevalent use of social media by young people, and access to this by deaf students
Elaboration (2) | ACLASFC238 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC238
following more complex procedural signed texts, such as directions to follow in an unfamiliar environment, such as a school camp or excursion
Elaboration (3) | ACLASFC238 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum