1st
L (F–10) 9-10
Communicating
Socialising
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
Informing
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
Creating
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
Translating
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
Identity
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
Reflecting
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