2nd L (F–10) 7-8
Achievement Standard
By the end of Year 8, students use Auslan to interact and to exchange
information, experiences, interests and opinions with teachers, peers and
others.
They initiate and maintain conversations and use strategies such as
fingerspelling to replace unknown signs to support continued interaction, such
as PRO2 MEAN [FINGERSPELL]?
They engage in different processes of collaborative learning, including
planning, negotiating, and problem-solving, using familiar and some spontaneous
language, for example PRO1 AGREE-NOT, PRO1 THINK DIFFERENT.
Students participate in class discussions, explaining and clarifying positions,
asking follow-up questions, using non-manual features (NMFs) for topicalisation
or negation.
They use appropriate protocols to join or leave conversations, for example,
waiting for eye gaze or for the signer to finish, not asking for a full recount
when arriving mid-conversation, and providing context for a new participant
joining a conversation.
Students locate, interpret and analyse information from a variety of texts, such
as signed announcements, interviews or media reports, using context and familiar
language to work out unfamiliar meaning.
They demonstrate understanding of different types of signed texts by
paraphrasing, summarising and explaining main ideas, key themes or sequences of
events.
They interpret different types of creative and imaginative texts, such as Deaf
performances or expressive art forms, describing and comparing their responses.
They plan, draft and present informative and imaginative texts, linking and
sequencing ideas using connectives, such as BUT, WHEN or WELL, and strategies
such as repetition, stress and pausing for emphasis.
They create bilingual texts to use in the wider school community, for example by
captioning short stories, poems or interviews with members of the Deaf
community.
Students reflect on how their own ways of communicating may be interpreted when
interacting with deaf people; and they modify elements of their behaviour such
as eye contact, facial expression or body language as appropriate.
Students identify and describe the different types of NMFs, and understand their
function and how they interact with clause type.
They identify iconic signs and discuss how these match their referents, such as
COMPUTER-MOUSE.
They understand how handshape and movement represent different things in each
type of depicting sign (DS).
They identify and categorise instances of signers using spatial modifications to
signs and know that signs can be iconic in a number of ways.
They analyse clauses to see where signers create composite utterances with
elements of constructed action (CA), DSs, points and fully-lexical signs in the
same utterance.
They recognise that Auslan is constantly evolving and changing, for example, by
identifying changes to Auslan that reflect changes in social relationships,
community attitudes and changing technology.
They understand that the most unifying factor of the Deaf community is the use
of Auslan.
Students reflect on how all ways of language use are influenced by communities’
world views and identities, for example by comparing the cultural concept of
Deaf identity with the medical model of deafness.