Elaboration (2) ACLASFC209
keeping a journal of their experiences (humorous, satisfying or challenging) associated with learning and using Auslan in different contexts, noting changes in their responses and reflections over time, and comparing insights gained into their own languages …
Elaboration (2) | ACLASFC209 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU214
researching different aspects of variation in the use of Auslan, considering influences such as geographical location, social groupings, history, educational experience, age of learning, family background and contact with Signed English or other lang …
Elaboration (1) | ACLASFU214 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (14) ACLASFU215
researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK, the Scandinavian nations, considering issues such as language rights, documentation and development efforts
Elaboration (14) | ACLASFU215 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC222
viewing and responding to creative visual texts such as handshape art and art produced by and about Deaf people, Deaf culture or signed languages, for example, paintings by Nancy Rourke and animations by Braam Jordaan
Elaboration (2) | ACLASFC222 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU232
understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historical records of signing
Elaboration (2) | ACLASFU232 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC245
keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Auslan in various contexts, noting changes in their personal responses and reflections over time, and comparing insights gained into their own languages …
Elaboration (2) | ACLASFC245 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU250
researching different aspects of variation in the use of Auslan, considering influences such as geographical location, social groupings, history, educational experience, age of learning, family background and contact with Signed English or other lang …
Elaboration (1) | ACLASFU250 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU250
recognising that languages constantly expand to include new words, signs and expressions due to influences such as changing technologies and digital media, for example, COMPUTER, COMPUTER-MOUSE, INTERNET, FACEBOOK, WIFI, SELFIE
Elaboration (4) | ACLASFU250 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (27) ACLASFU251
researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK or the Scandinavian nations, considering issues such as language rights, language documentation and development efforts
Elaboration (27) | ACLASFU251 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU252
identifying cultural differences between the use of personal names in Auslan and in their own background language, for example, Auslan signers not using a person’s name sign when addressing them directly, in contrast to the practice in many spoken la …
Elaboration (4) | ACLASFU252 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLCHU014
exploring the range of languages spoken in Australia and identifying people in the local community or in the media who speak a different language, for example, ‘My mum’s friend is from China, and she speaks Chinese’
Elaboration | ACLCHU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC055
comparing word choices for warnings across languages, and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
Elaboration (6) | ACLCHC055 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU080
exploring how known languages influence their own communicative preferences, such as reflecting the values of one culture when communicating in another, for example, differences in the use and frequency of ‘thank you’ and 谢谢
Elaboration | ACLCHU080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC086
reading jokes or cartoons in Chinese and discussing how humour is conveyed through words and the presentation of ideas, comparing this to humour in English and discussing whether ‘entertainment’ means the same thing in different languages and culture …
Elaboration (1) | ACLCHC086 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC103
comparing word choices for public signs across languages, and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
Elaboration (1) | ACLCHC103 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU124
categorising words into word types common across languages, for example, 家人 as noun, 四 as number
Elaboration (1) | ACLCHU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU125
developing awareness of bilingual texts (for example, picture books, multimedia texts, song and dance DVDs) through immersion in text-rich environments, and noticing features of punctuation and text organisation across languages (for example, spacing …
Elaboration | ACLCHU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (7) ACLCHC135
comparing versions of a common text across languages and identifying issues in conveying meaning, for example, how to render 小心轻放 into English
Elaboration (7) | ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU176
exploring uses and meanings of word categories (such as colours, celebrations, animals) across languages and cultures, for example, the assumption in Australia that a cake with candles must be a birthday cake; the use of colours to reflect mood
Elaboration | ACLCHU176 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU189
comparing how ideas are ordered and substantiated across genres and languages, for example, in Chinese essay-writing the author’s position is generally stated at the end, whereas in Australian academic writing it is stated at the beginning
Elaboration | ACLCHU189 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum