Elaboration (1) ACLVIC165
participating in projects to facilitate the learning of Vietnamese, for example, creating crosswords, picture dictionaries or glossaries to assist with vocabulary acquisition or revision, and simple short texts with various questions and activities to …
Elaboration (1) | ACLVIC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (4) ACLVIU014
understanding the use of features of particular text types in simple written, spoken or digital form, such as class signs and rules, birthday invitations, personal profiles, or recipes of favourite foods or drinks
Elaboration (4) | ACLVIU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLASFC004
identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape and responding through activities such as manipulating concrete materials and objects
Elaboration (2) | ACLASFC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (8) ACLASFU030
learning to film themselves and analyse the video or to read simple glosses produced by the teacher, and understanding that the English word used is often not an exact match for the meaning of the sign
Elaboration (8) | ACLASFU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (13) ACLASFC062
role-playing basic sight translation techniques with simple, school-specific or everyday texts, using an autocue or text and signing the translation to camera
Elaboration (13) | ACLASFC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC063
transcribing short, simple spoken texts such as instructions or procedures into Auslan and filming the translations, for example, recipe requests by food technology teachers for their classes
Elaboration (3) | ACLASFC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (15) ACLASFC080
analysing codes of ethics of interpreters, comparing existing codes in Australia, such as the ASLIA and AUSIT codes, and developing simple translations of the main principles of each code
Elaboration (15) | ACLASFC080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC096
participating in interactions in Auslan that involve imaginative responses to stimuli such as cartoons using gestures, handshapes, facial expressions and simple signs to suggest what happens next in the story
Elaboration (3) | ACLASFC096 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC099
making their own bilingual dictionaries with English labels, Auslan sign images and simple descriptions of signs, identifying and categorising signs according to handshape
Elaboration (4) | ACLASFC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (11) ACLASFU102
recognising that some signs are iconic, that is, provide a visual image of a referent, for example, HOUSE, TREE, DRINK, ELEPHANT, and that some are not, such as SISTER, WHY, SIMPLE
Elaboration (11) | ACLASFU102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC136
identifying themselves as belonging to a family, class or peer group, representing these relationships through captioned pictures or photos or by creating simple digital presentations
Elaboration (1) | ACLASFC136 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (8) ACLASFU156
learning to film themselves and analyse the video or to read simple glosses produced by the teacher, and understanding that the English word used is often not an exact match for the meaning of the sign
Elaboration (8) | ACLASFU156 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC167
assembling an information pack about their school to support newly arrived deaf students, including a signed glossary of key people and places and simple directions to navigate the school
Elaboration | ACLASFC167 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFC221
assembling an information pack about their school to support newly arrived deaf students, including a signed glossary of key people and places and simple directions to navigate the school
Elaboration (7) | ACLASFC221 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFC242
interpreting very simple interactions or role-plays between deaf students or guests and non-signers, such as a hearing teacher, librarian or canteen manager
Elaboration (9) | ACLASFC242 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLCHC053
producing short performances, for example, a skit about celebrating Spring Festival, a simple lyric for a song about school life, or a rap about being a student of Chinese
Elaboration (3) | ACLCHC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLFWC006
discussing their favourite characters or events in familiar stories, songs, performances, making simple evaluative statements and comparing each other’s responses to the texts
Elaboration (3) | ACLFWC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWC009
creating simple bilingual texts, for example, school/classroom signs, school/classroom rules, timetables, charts, labels for objects used in the classroom and in the community
Elaboration (1) | ACLFWC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (4) ACLFWC009
performing simple presentations for the school community that involve elements from both the language and other known languages, such as a contribution to an assembly or a performance for the wider community
Elaboration (4) | ACLFWC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWC155
reading, viewing or listening to simple texts such as posters, signs, historical documents, word lists, answering questions by selecting from options and filling in gaps
Elaboration (3) | ACLFWC155 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum