1st L (F–10) 5-6

Interact with people for different purposes, using descriptive and expressive language to give opinions, talk about themselves and show interest in others
[Key concepts: experience, opinion, values, ideas; Key processes: comparing, socialising, discussing, summarising, identifying] - Elaboration 1

Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions
[Key concepts: negotiation, perspective, design; Key processes: planning, suggesting, organising, presenting] - Elaboration 2

Contribute to discussions and shared learning activities by asking and responding to questions to clarify or indicate comprehension, managing interactions and monitoring and evaluating their learning
[Key concepts: discussion, conversation, participation; Key processes: supporting, managing, clarifying, reflecting - Elaboration 3

Identify, summarise and compare information obtained from different types of Auslan texts or from their own data collection
[Key concepts: informative text, topic, data, analysis; Key processes: interviewing, surveying, collating, analysing, summarising, presenting] - Elaboration 4

Present information to describe, explain, persuade or report on different experiences or activities in ways likely to engage the intended audience
[Key concepts: report, audience, intention, technique; Key processes: instructing, informing, persuading, reporting] - Elaboration 5

Engage with different types of creative and imaginative texts by identifying important elements, discussing ideas, characters and themes and making connections with their own ideas and experience
[Key concepts: emotion, manner, visual expression, theatre conventions; Key processes: comparing, responding, expressing, creating] - Elaboration 6

Create live or filmed performances that engage specific audiences and present imagined experiences, people or places
[Key concepts: suspense, humour, dramatic structure, stimulus; Key processes: creating, performing, narrating, reinterpreting, improvising] - Elaboration 7

Translate a variety of familiar school and community texts from Auslan to English and vice versa, identifying which words or phrases may not readily correspond across the two languages
[Key concepts: equivalence, meaning, culture-specific concepts; Key processes: identifying, interpreting, translating, determining, predicting, creating, comparing, explaining] - Elaboration 8

Create their own bilingual texts and learning resources to use themselves or to share with others, such as Auslan–English dictionaries, posts to websites, digital newsletters or school performances
[Key concepts: equivalence, bilingualism; Key processes: composing, creating] - Elaboration 9

Consider the influence of the Deaf community on identity development, focusing on language, social systems and sense of space and place
[Key concepts: identity, relationship, community, place, space, story, social mores, history, Deafhood, Deaf gain; Key processes: identifying, describing, investigating, discussing, explaining] - Elaboration 10

Reflect on how different language and cultural backgrounds and experiences influence perceptions of Auslan and of the Deaf community and also of the hearing community
[Key concepts: influence, perspective, self-reflection; Key processes: composing, comparing sharing, monitoring, identifying, analysing, explaining, reflecting] - Elaboration 11