1st L (F–10) 9-10

Use interactions within the school and wider community to build relationships and to discuss personal aspirations or social issues
[Key concepts: register, debate, discussion; Key processes: debating, chatting, initiating, discussing] - Elaboration 1

Participate in actions and interactions involving advocacy and consideration of cultural diversity, perspective and experience
[Key concepts: diversity, perspective, inclusion, advocacy; Key processes: managing, promoting, advocating, collaborating] - Elaboration 2

Engage proactively in language learning experiences through discussion, justification of opinions and reflection on the experience of learning and using Auslan
[Key concepts: language learning, argument, ideas, reflection; Key processes: clarifying, interrogating, reflecting, comparing] - Elaboration 3

Research and evaluate information from different sources and perspectives, summarising opinions and critically appraising relationships between texts and contexts
[Key concepts: debate, evidence, bias, critical analysis, context; Key processes: researching, evaluating, debating, providing feedback, summarising] - Elaboration 4

Prepare and present researched information on a range of issues, considering the context in which the information will be received
[Key concepts: audience, context, source, evidence, bias, statistics; Key processes: presenting, explaining, interpreting data, evaluating] - Elaboration 5

Analyse different types of imaginative, creative and performative texts, considering how different techniques and modalities are employed to communicate with different audiences
[Key concepts: meaning, mood, imagery, rhyme, metaphor; Key processes: analysing, interpreting, discussing, responding, reflecting] - Elaboration 6

Create imaginative texts designed to engage and/or reflect the interests of specific audiences and to stimulate discussion of cultural issues and experiences
[Key concepts: mode, multimodality, visual imagery, metaphor, intercultural experience; Key processes: creating, adapting, experimenting, performing] - Elaboration 7

Translate Auslan and English texts composed for different audiences and contexts and consider the dynamic nature of translating and interpreting and the role of culture when transferring meaning from one language to another
[Key concepts: equivalence, representation, meaning, interpretation, ethics, culture; Key processes: translating, interpreting, comparing, explaining, analysing] - Elaboration 8

Create resources such as videos, glossaries and classifications in English to interpret cultural aspects of Auslan texts
[Key concepts: expression, bilingualism; Key processes: recording, creating, captioning] - Elaboration 9

Identify ways in which deaf people relate to and are perceived by society as ‘people of the eye’, how they demonstrate connections with culturally rich places and associations, and how their sense of identity, roles and responsibilities change over time
[Key concepts: identity, relationship, Deafhood, reciprocity, guidance, place, space, rights, responsibility, social action; Deaf gain; Key processes: discussing, comparing, investigating, reflecting] - Elaboration 10

Reflect on the experience of learning and using Auslan formally in school, and considering how intercultural communication involves shared responsibility for making meaning
[Key concepts: intercultural communication, perspective, insight, self-reflection, making meaning, discrimination; Key processes: comparing, analysing, explaining, reflecting] - Elaboration 11