1st L (F10) F-2


Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills
[Key concepts: self, family, interaction, experience, preference; Key processes: interacting, greeting, asking/answering questions, recounting, describing, comparing] - Elaboration 1

Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items
[Key concepts: play, action-learning, problem-solving; Key processes: participating, playing, collaborating] - Elaboration 2

Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking
[Key concepts: direction, response, support, protocol; Key processes: participating, responding, interacting, turn-taking] - Elaboration 3

Identify specific points of information in simple Auslan texts and use the information to complete guided tasks
[Key concepts: information, family, games, hobbies; Key processes: collecting information, identifying, retelling, categorising, recording] - Elaboration 4

Present information about self, family, people, places and things using signed descriptions and visual prompts
[Key concepts: self, family, routines, home, community; Key processes: providing information, describing, presenting, demonstrating, labelling, reporting] - Elaboration 5

Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action
[Key concepts: imagination, story, character, emotion; Key processes: viewing, retelling, expressing, responding, interpreting] - Elaboration 6

Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action
[Key concepts: imagination, emotion, expression; Key processes: creating, enacting, expressing, experimenting, imagining] - Elaboration 7

Translate familiar words and phrases from Auslan into English and vice versa, using visual cues, signs and English words, noticing how signs and words differ
[Key concepts: similarity, difference, meaning; Key processes: noticing, recognising, identifying, translating, explaining]  - Elaboration 8

Create simple print or digital texts such as labels, posters, wall charts or cards that use both Auslan images and English words
[Key concepts: code, translation; Key processes: labelling, creating, captioning] - Elaboration 9

Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community
[Key concepts: identity, self, relationship, community, place, space, connection; Key processes: identifying, exploring, describing, talking about] - Elaboration 10

Notice similarities and differences between Auslan and spoken languages in relation to ways of interacting, sharing stories and playing games
[Key concepts: language, culture, similarity, difference, respect; Key processes: noticing, comparing, responding] - Elaboration 11

comparing aspects of their lives as signing children with those of non-signing children represented in digital images, video clips or stories, for example, ways of playing games, telling stories or interacting at school, home and in the community

discussing changes or adaptations they have to make to their communicative style when interacting with non-signers