Search

Elaboration (9) ACLTUU081

comparing the use of the progressive form -(i)yor and the simple present -(i)r and past tense -d(i)of verbs that describe actions

recognising and using appropriate endings and sentence structures for subject–verb agreement in simple and compound sentences, for example, Taylan yemeğini yedi, Defne yemekten sonra ödevini yaptı ve uyudu

Elaboration (2) ACLVIC106

using simple statements to describe themselves and express likes and dislikes, for example, Tôi tên là Lan. Tôi sáu tuổi. Tôi thích ăn phở, and needs, for example, Tôi muốn uống nước

Elaboration (2) ACLVIC123

using simple descriptive statements to share information about themselves, for example, Tôi có tóc ngắn màu đen. Tôi thích màu xanh dương và xanh lá cây. Tôi có thể chạy nhanh nhưng không biết bơi

Elaboration (3) ACLVIC141

creating and performing role-plays such as simple transactions that involve asking or giving price or purchasing goods and services, for example, Bao nhiêu tiền một lít sữa? Một kí-lô nho giá bao nhiêu?

Elaboration (13) ACLVIU013

joining words, phrases and sentences using common simple conjunctions, for example, Tôi và bạn, Cuối tuần bạn thường đi bơi hay đi xem phim? Tôi thích ăn phở nhưng chị tôi thích ăn mì

Elaboration (7) ACLASFC004

recording new language in personal sign dictionaries acquired from simple Auslan texts in different curriculum areas, for example, when learning about the weather or countries of the world

Elaboration (16) ACLASFC080

role-playing the part of a Deaf interpreter for unfamiliar deaf guests who are non-conventional Auslan users or users of another signed language in a simple context such as an interaction in a library

Elaboration (3) ACLASFC091

making arrangements using simple time-related signs without numeral incorporation, for example, LAST-WEEK, MONDAY and with numeral incorporation, such as THREE-DAYS-AGO, TWO-YEARS-AGO, IN-TWO-DAYS

Elaboration (4) ACLASFC094

following directions for simple activities involving visual cues such as a treasure hunt, for example: DS:turn-left DEAD-END DS:turn-right Go left, then at the end turn right.

Elaboration (8) ACLASFC098

paraphrasing and summarising short Auslan texts containing familiar content, providing simple translations in written English, and following the reverse process working from texts in written English into Auslan

Elaboration (3) ACLASFC127

describing the appearance of people or objects using simple statements and supporting pictures or props, for example: PRO3 HAVE DS:curly-hair He has curly hair. THAT HORSE BIG The horse is big.

Elaboration (4) ACLASFC127

expressing likes and dislikes using simple statements such as: PRO1 LIKE SCHOOL I like school. FLOWER DON’T-LIKE I don’t like flowers. PRO1 HATE APPLES I hate apples.

Elaboration (3) ACLASFC132

interacting with a signing puppet or doll in an imaginary setting, for example by signing simple questions such as: WHAT NAME PRO2? What is your name? WHAT LIKE D-O PRO2? What do you like to do?

Elaboration (2) ACLASFC134

comparing and contrasting the iconicity of some simple signs in terms of their similarity to the object/referent, for example, drink, food, kangaroo, considering how this may help with translation between languages

Elaboration (1) ACLASFC154

creating a profile to capture their sense of self, for example through creating an avatar or montage, using key signs, fingerspelled letters or simple Auslan expressions in a digital file to identify significant characteristics, traits or experiences

Elaboration (1) ACLASFC220

observing informative signed texts such as weather reports or simple public announcements about events and celebrations, identifying key points of information to exchange with a partner in a barrier/information-gap game

Elaboration ACLASFC222

participating in Auslan games and activities using simple clauses in creative ways, for example, ‘Sign Circle’, or passing on a sign shape, for example a rectangle is signed as a door then by the next person as a jewellery box and the next person as a …

Elaboration ACLCHC008

experimenting with using high-frequency Chinese sounds to transcribe simple common words into Pinyin, such as 我 wŏ

Elaboration (2) ACLCHU012

recognising that simple statements in Chinese tend to follow English word order, but that questions do not, for example, ‘Do you have a cat?’ versus 你有猫吗？

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements