1st
L (F–10)
3-4
Communicating
Socialising
Communicate with each other and with teachers about aspects of their personal
worlds, daily routines, preferences and pastimes
[Key concepts: self, routines, preferences, pastimes; Key processes: expressing,
describing, comparing, recounting, persuading] -
Elaboration 1
Contribute to class activities and shared learning tasks that involve
transacting, planning and problem-solving, using collaborative language
[Key concepts: collaboration, roles, responsibilities, memory; Key processes:
negotiating, collaborating, planning, transacting] -
Elaboration 2
Adjusting and responding to language and behaviour for various purposes in the
classroom and wider school community, for example by asking and responding to
questions, and indicating understanding
[Key concepts: respect, behaviour, protocol, group work; Key processes:
clarifying, responding, asking and answering questions, encouraging] -
Elaboration 3
Informing
Collect, classify and paraphrase information from a variety of Auslan texts and
sources used in school and in the Deaf community
[Key concepts: information, facts, vocabulary, findings; Key processes:
recalling, paraphrasing, interviewing, surveying, recording, presenting] -
Elaboration 4
Conveying information about aspects of school, culture and community, using
knowledge of the intended audience to modify content
[Key concepts: school, cultural events, games; Key processes: conveying
information, explaining, planning, rehearsing] -
Elaboration 5
Creating
Engage with imaginative texts such as stories, games, poems or cartoons, to
demonstrate comprehension and express enjoyment
[ Key concepts: story, emotion, expression, humour; Key processes: identifying,
expressing emotion, re-enacting, experimenting, shadowing] -
Elaboration 6
Create or adapt imaginative texts and expressive performances that feature
favourite characters, amusing experiences or special effects
[Key concepts: emotion, humour, performance, character; Key processes: creating,
performing, adapting, dancing] - Elaboration 7
Translating
Translate high-frequency signs/words and expressions in simple texts such as
repeated lines in a story or captions, noticing similarities, differences and
instances of equivalence
[Key concepts: literal, difference, meaning, equivalence; Key processes:
comparing, matching, identifying, translating] -
Elaboration 8
Create bilingual versions of different types of texts, such as captioned
recordings of Auslan phrases or classroom resources such as posters and digital
displays
[Key concepts: bilingualism, meaning; Key processes: creating, identifying,
categorising] - Elaboration 9
Identity
Consider how individual and community relationships combine to create family and
social networks, influence social behaviours and contribute to a sense of
belonging and identity
[Key concepts: identity, relationship, belonging, place, behaviour, ways of
interacting; Key processes: exploring, sharing, describing explaining] -
Elaboration 10
Reflecting
Describe some ways in which Auslan and associated communicative behaviours are
similar to or different from wider community spoken languages and forms of
cultural expression
[Key concepts: language, culture, values, similarity, difference, communication;
Key processes: noticing, comparing, describing, explaining, questioning,
reflecting] - Elaboration 11