1st L (F10) 3-4

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

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

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

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

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

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