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Elaboration (3) ACWOP052

revising career preferences and plans by expanding the range of career and course options being considered to include non-traditional options on the basis of gender

Elaboration (3) ACWOP054

proposing strategies to address gender imbalance in the workplace

Elaboration (1) ACSIS037

thinking about ‘What will happen if...?’ type questions about everyday objects and events

Elaboration ACMNA127

recognising that finding one third of a quantity is the same as dividing by 3

sharing information about self related to daily routine, family and friends, pastimes and aspects of school and home, for example, Saya tinggal di Darwin dengan keluarga saya. Rumah saya besar, Saya bermain bola basket, Saya suka es krim

ACHASSK069

The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places

Elaborations ScOT Terms

Elaboration ACLINC021

gathering information about activities of others, such as surveying peers about time spent on activities, for example, Berapa jam menonton televisi/membaca buku/bermain komputer/bermain olahraga/makan/belajar/tidur?

Elaboration (3) ACLASFC001

introducing themselves or a friend to class visitors, for example: HELLO POSS1 NAME G-A-V-I-N SIGN-NAME:GAVIN Hi, my name’s Gavin and this is my sign name.

Elaboration (3) ACLASFC002

playing games that involve choice, memory or information exchange to reinforce number skills or language patterns

Elaboration (3) ACLASFC003

following instructions for class routines, for example: PLEASE WITH-2++ DS:sit-opposite Please find a partner and sit opposite each other. DS:line-up PLEASE Line up, please. LOOK-AT-me PRO1 Look to the front.

Elaboration (3) ACLASFC004

identifying and categorising signs in simple Auslan texts according to handshape

Elaboration (3) ACLASFC005

labelling objects in the classroom and in learning resources such as books and wall charts with pictures of signs

Elaboration (3) ACLASFC006

responding to performances of Deaf poetry that evoke emotions such as sadness, fear or excitement, for example by indicating enjoyment or personal feelings

Elaboration (3) ACLASFC007

depicting the movement of people, animals or means of transport by using handshapes in creative ways

Elaboration (3) ACLASFC008

translating simple Auslan signs to family and friends by fingerspelling or writing the English word, for example, DOG, CAT, BIRD

Elaboration (3) ACLASFC009

using photos of family members to create a family tree or similar representation of relationships, captioning and labelling in English with corresponding images of Auslan signs for each family member

Elaboration (3) ACLASFC010

identifying themselves as members of different groups and describing their relationships with deaf, hard of hearing and hearing children, family members, the Deaf community and the wider ‘hearing’ society

Elaboration (3) ACLASFU012

noticing the path movement of a particular sign and identifying signs associated with the major types of path movements, for example, THROUGH (forwards) or FULL (down to up)

Elaboration (3) ACLASFU013

noticing that Auslan pronouns are different from English ones because they don’t show gender but they can show location and a specific number of referents, for example, WE2 (inclusive) and WE3 (inclusive) or WE2-NOT-INCLUDING-YOU (exclusive)

Elaboration (3) ACLASFU014

identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities