1st L (F10) 7-8

Initiate and sustain interactions to share ideas and interests, report on experiences, offer opinions and connect with events in their school and local community
[Key concepts: ideas, interests, community, issues; Key processes: comparing, contrasting, discussing, expressing] - Elaboration 1

Engage in collaborative activities that involve planning, project design, problem-solving and evaluation of events or activities
[Key concepts: project design, procedure, direction; Key processes: creating, showcasing, reporting, evaluating] - Elaboration 2

Use interactions to support discussion and debate and to demonstrate culturally appropriate behaviours in and beyond the classroom
[Key concepts: protocol, debate, role, feedback; Key processes: debating, clarifying, eliciting, evaluating] - Elaboration 3

Investigate and synthesise information collected from a range of perspectives and sources, identifying how culture and context affect how information is presented
[Key concepts: perspective, culture, context, source, representation; Key processes: researching, comparing, critically reviewing, profiling, summarising] - Elaboration 4

Exchange/provide information, opinions and experiences in either formal or informal contexts
[Key concepts: debate, persuasive text, perspective, critical review; Key processes: summarising, comparing, evaluating] - Elaboration 5

Interpret a range of texts that involve the creative expression of emotions or ideas and the imaginative representation of people, events and cultural experiences
[Key concepts: imagination, representation, characterisation, artistic practice, Deaf experience; Key processes: paraphrasing, evaluating, exploring, analysing, profiling, shadowing] - Elaboration 6

Create imaginative and expressive texts that draw from their experience as Auslan users and members of the Deaf community and which support the experience of younger learners
[Key concepts: Deaf experience, emotional expression, signed theatre, signed space; Key processes: composing, performing, creating, re-creating] - Elaboration 7

Translate and interpret unfamiliar texts in Auslan or English and compare their translation to those of their classmates, considering why there might be differences in interpretation and how language reflects elements of culture and experience
[Key concepts: equivalence, representation, meaning, interpretation; Key processes: translating, interpreting, creating, paraphrasing, summarising, shadowing, comparing, explaining, role-playing] - Elaboration 8

Create bilingual texts to use in the wider school community, identifying words/signs or expressions that carry specific cultural meaning in either Auslan or English
[Key concepts: equivalence, interpretation; Key processes: creating, captioning, transcribing] - Elaboration 9

Explore the relationship between identity, community and visual ways of being and the nature and significance of relationship between people, culture and place/space
[Key concepts: identity, relationship, Deafhood, place, space, responsibility, ownership, Deaf gain, story, guidance; Key processes: comparing, describing, exploring, discussing, investigating] - Elaboration 10

Participate in and reflect on intercultural interactions and experiences, for example by considering and comparing their responses and strategies when engaging with hearing people
[Key concepts: intercultural experience, ways of knowing and being, discrimination; Key processes: comparing, analysing, explaining, reflecting, exploring] - Elaboration 11