L (FĖ10) 5-6
By the end of Year 6, students use Auslan to interact with people for a range of different purposes.
They use descriptive and expressive language to share and compare experiences, ideas and opinions, such as THEATRE GOOD, LONG -really, LONG-really.
They participate in class discussions and show interest and respect for others, for example by using active watching behaviours, signing clearly, pausing for others to respond, asking pertinent questions, making constructive comments, rephrasing, repeating and linking their own contributions.
Students use non-manual features (NMFs) such as eye gaze to gain, hold or finish a turn when communicating in pairs or groups.
They provide context for a new participant joining a conversation, PRO1 TALK-OVER MATH TEACHER.
They use action-oriented language to make shared arrangements, organise events and complete transactions, negotiating roles, responsibilities and priorities and taking into account the views of others.
Students locate, summarise and compare information from a range of sources.
They present information on selected issues to inform, alert or persuade people, for example, by creating announcements to inform about an emergency or about a clean-up the environment appeal, or instructions for a computer game.
They use a range of connectives to create textual cohesion.
They view and compare expressions of Deaf experience through different visual art forms, such as painting, photography or sculpture.
They view and respond to different types of creative and imaginative texts, discussing ideas, characters and themes; and they identify how a signer has referred to the same referent in different ways, for example with a lexical noun then with a depicting sign (DS).
They create and perform their own short imaginative texts based on a stimulus, concept or theme using space to track a character or location throughout a text.
They translate a variety of familiar school and community texts from Auslan to English and vice versa, identifying which words/signs/phrases require interpretation or explanation.
They create bilingual texts and resources for their own language learning and to support interactions with non-signing people.
They describe their connections with the Deaf community and how these contribute to their sense of identity.
They reflect on differences between how signed language and spoken language users may be perceived, for example in relation to different protocols when joining interactions, taking turns, using names, or passing between people who are communicating with each other.
Students describe a signís form in terms of all the elements and how they are put together, including types of NMFs.
They recognise when a signer has established a location in space in a text and describe how this was done, for example through the use of points, non-body-anchored signs or fingerspelled words. They distinguish between the three types of DSs and what they represent and how they are used in clauses.
They identify and describe how constructed action (CA) can be shown in different ways, for example, through a change in eye gaze, body, or head orientation, and by matching facial expressions and reference to another character.
They identify how signers use space to track a referent through a text, for example by pointing back to an established location to refer to a noun or by modifying indicating verbs.
They understand different ways that English words are borrowed into Auslan and identify connections between Auslan and other signed languages, for example, BSL, ISL and ASL.
They recognise the diversity of Auslan users in the community, including people who are deaf, hard of hearing and hearing people such as CODAs or interpreters.
Students recognise how Auslan has been transmitted across generations and describe different ways it has been documented and recorded.
Students reflect on the ways culture is differently interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions.