1st L (F–10) 9-10
Achievement Standard

By the end of Year 10, students exchange information, ideas and opinions on a broad range of social, environmental, educational and community issues.

They summarise and justify points of view and use reflective language to respond to others’ opinions and perspectives, for example, RIGHT-YEAH, PRO2 DIFFERENT PERSPECTIVE NEVER THOUGHT.

They initiate, sustain, support and extend discussion, using strategies such as paraphrasing, inviting opinions and elaborating responses, for example PRO2 CONFUSE PRO1 WIND-BACK.

They select appropriate vocabulary and use supporting evidence when clarifying and justifying statements.

They use respectful language to negotiate, problem-solve and to manage different perspectives when engaging in collaborative tasks, for example, PRO1 FEEL PRO2 RIGHT TALK OVER…. BECAUSE….

Students research, analyse and evaluate information from a range of sources and perspectives, and create sustained signed texts designed to entertain, inform, persuade or inspire different audiences.

They use non-manual prosodic features to create emphasis or other effects.

Students analyse different types of creative and performative texts, considering how specific techniques and modalities are used to different effect, for example, using repetition of handshapes and movement paths of signs to create rhyme, or the use of visual metaphors to convey meaning.

They compare responses to texts that present particular values or points of view, for example, Deaf poetry.

They create their own imaginative texts such as narratives or poems, combining and switching between types of language, for example, telling with lexical signs or showing with constructed action (CA) or depicting signs (DSs) and frames of spatial reference to indicate character or observer point of view.

Students translate and interpret a range of signed texts, comparing their translations and explaining factors that may have influenced their interpretation.

They identify the relationship that exists between language, culture and identity and explore how individual and community identity are conveyed through cultural expression and language use.

They reflect on the experience of communicating in a visual world and on associated challenges and advantages experienced as deaf people in a hearing world.

Students identify and describe metaphorical iconicity, for example, love, avoid/resist, and compare this with the use of metaphors in English.

They distinguish character or observer frame of reference in a text; between main and subordinate clauses; and demonstrate how the inclusion of CA and DSs impacts on clause structure.

They analyse different types of text, such as expository texts, identifying characteristic language elements and features.

They investigate variation in the use of Auslan, explaining influences such as geographical location, social groupings and history, educational experience, the age of learners, family background and degree of contact with Signed English or other languages.

They make comparisons between the ecologies of Auslan and those of signed languages in other countries, taking into account issues such as language policies and language rights, advocacy, reform and language vitality.

They identify factors that help to maintain and strengthen Auslan use, such as intergenerational contact and bilingual school programs.

Students know that Auslan plays an important role in the expression and maintenance of Deaf culture and in assuring the rights of deaf people.