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Elaboration (2) ACLASFC100

creating a poster depicting their own family and labelling immediate and extended family members as deaf/hearing

reflecting on similarities and differences between ways of communicating in Auslan and in Australian English in different social situations, for example, ways of greeting/leave-taking, introducing people and using body language, facial expression and …

Elaboration (2) ACLASFU102

identifying and demonstrating signs with a change in handshape, for example FIND or BEST

Elaboration (2) ACLASFU103

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

Elaboration (2) ACLASFU104

recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIENDS versus VISIT PRO3

Elaboration (2) ACLASFU105

recognising that different signed texts serve different purposes and discussing and comparing these purposes, for example, a procedure is to explain how, a narrative is to entertain

Elaboration (2) ACLASFU106

noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations …

Elaboration (2) ACLASFU107

understanding the nature of the transmission of Auslan, for example, how in most cases Auslan is not passed on from parent to child, but from child to child (horizontal language transmission) or to children by deaf adults outside the family

Elaboration (2) ACLASFU108

recognising how they as deaf people live in ways that may be different from how hearing people live and that these ways are primarily visual, for example by responding to prompts such as: Compare how deaf and hearing people get the attention of someone …

Elaboration (2) ACLASFC109

recounting personal experiences using specific time-related signs and conjunctions, such as: LAST HOLIDAYS PRO1 CAMP Last holidays I went camping.

Elaboration (2) ACLASFC110

playing games that involve detailed information exchange, such as a ‘murder mystery’ type game, asking for and supplying descriptions about the suspect, for example: PRO3 HAVE GLASSES? Does he have glasses?

Elaboration (2) ACLASFC111

negotiating turn-taking by using visual or tactile methods in taking or yielding a turn, for example: PRO2 FIRST NEXT-TURN-around-circle You go first then we’ll take turns around the group.

Elaboration (2) ACLASFC112

watching a presentation by a teacher or peer, identifying specific points of information, such as where they went for a holiday or what activities they did

Elaboration (2) ACLASFC113

creating signed texts to explain a hobby or interest using visual supports such as photos or props

Elaboration (2) ACLASFC114

viewing and expressing personal responses to creative visual texts such as handshape art and art produced by/about Deaf people, Deaf culture or signed languages, for example, paintings by Nancy Rourke and animations by Braam Jordaan

Elaboration (2) ACLASFC115

re-enacting individual short stories or wordless animations that include two or more characters and their interactions through the use of constructed action

ACMSM065

prove results for sums, such as \(1+4+9\dots+n^2=\frac{n(n+1)(2n+1)}6\) for any positive integer n

ACMSM036

When a secant (meeting the circle at \(A\) and \(B\)) and a tangent (meeting the circle at \(T\)) are drawn to a circle from an external point \(M\), the square of the length of the tangent equals the product of the lengths to the circle on the secant. …

Elaboration ACMMG195

choosing units for area including mm2, cm2, m2, hectares, km2, and units for volume including mm3, cm3, m3

Elaboration (3) ACLASFU072

identifying and discussing core cultural concepts reflected in Auslan such as the collective nature of the Deaf community, the importance of respect for elders and of reciprocity and responsibility, for example, how signing TAP-MANY, TAP-2H++ reflects …

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