Elaboration (10) ACLASFC100
identifying examples of deaf people’s visual orientation towards the world (‘people of the eye’), such as waving in space or using flashing lights to gain attention, visual applause
Elaboration (10) | ACLASFC100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFU102
understanding that signs can be organised by handshape, for example in Johnston’s Auslan dictionaries or localised handshape dictionaries in schools, and that this is useful if an English word for a sign is not known
Elaboration (10) | ACLASFU102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFU104
distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs
Elaboration (10) | ACLASFU104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFC118
documenting and discussing places of importance to the Deaf community, such as Deaf schools, and understanding the value of these based on stories by elders and excursions to sites of significance
Elaboration (10) | ACLASFC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFU161
exploring relationships between place, space and people, considering why some places and spaces make deaf people feel comfortable and promote a sense of cultural belonging and pride
Elaboration (10) | ACLASFU161 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFU176
recognising that the element of a sentence that a signer wants most focus on is sometimes signed first and that this process of topicalisation involves particular NMFs
Elaboration (10) | ACLASFU176 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFU179
recognising language documentation as an important means of recording, maintaining, transmitting and revitalising a language
Elaboration (10) | ACLASFU179 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFU197
investigating historical patterns of employment of deaf people in certain trades and fields of work, and the impact of these traditional employment domains on Auslan development
Elaboration (10) | ACLASFU197 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFC206
developing guidelines on culturally appropriate and ethical behaviour when interpreting and translating, for example explaining ways people should act in interpreting contexts, considering potential consequences of inaccurate interpreting
Elaboration (10) | ACLASFC206 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFU215
investigating programs and initiatives that maintain and strengthen Auslan use, such as school language programs; bilingual education and research programs; recording, archiving and documentation of the language; and the establishment of websites and …
Elaboration (10) | ACLASFU215 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFU228
noticing that in signed languages meaning can be expressed through whole signs or through fingerspelling
Elaboration (10) | ACLASFU228 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFU230
noticing that some signs modify the meaning of verbs, such as READ CAREFUL and that these are called adverbs
Elaboration (10) | ACLASFU230 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFU233
investigating the use of digital technology/communication by Auslan users, for example, social media, SMS/texting and NRS and VRS, discussing how these modes of communication impact on issues such as accessibility and communication between members of …
Elaboration (10) | ACLASFU233 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFU234
recognising the role of the Deaf community and its networks and significant places in maintaining, reflecting and strengthening Auslan and Deaf culture
Elaboration (10) | ACLASFU234 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFC242
participating in an excursion to an interpreted theatre event, with prior knowledge of the text/story, attending to the interpretation for discussion later in class
Elaboration (10) | ACLASFC242 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFU247
learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or another
Elaboration (10) | ACLASFU247 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFU248
realising that in many clauses signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with DS, periods of CA and other gestural elements
Elaboration (10) | ACLASFU248 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFU251
recognising that some languages have no written form and have historically been passed on face to face/orally, and so are less well recorded and documented
Elaboration (10) | ACLASFU251 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFU252
observing that concepts may be culture and language specific, for example in relation to time and space, as in the spatial mapping of timelines in Auslan
Elaboration (10) | ACLASFU252 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLCHC194
maintaining contact with classmates and recording events in everyday life by keeping a weekly or daily online journal or blog, recording highlights of school or home life and leisure activity (for example, 今天我的足球队又输了，真没劲！ ) or a holiday experience, for …
Elaboration (10) | ACLCHC194 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum