L (Yr 7 Entry) 9-10
By the end of Year 10, students use Auslan to share information, experiences, interests, thoughts and feelings in relation to their personal and immediate worlds.
They describe the appearance of people, objects and places using SASS depicting signs and spatial location, for example, HAVE DS: round-oval DS: located HERE NEXT-TO HAVE BUILDING BIG. THERE. There’s an oval there and next to it is a big building. It’s there.
They participate in shared learning activities and experiences that involve planning, transacting and problem-solving, using simple signed statements and asking for repetition and clarification when required.
They follow protocols when interacting with each other, with interpreters or Deaf visitors to the classroom, for example, waiting for eye contact or pauses to walk in-between signers engaged in conversation without interrupting them.
Students increasingly use conventional Auslan signs or classifier handshapes in depictions and rely less on their idiosyncratic systems.
They modify some indicating verbs for non-present referents and use constructed action to represent others in recounts.
They make explicit which referent is associated with location, for example, BROTHER THERE HAVE OWN IPAD.
They recall and retell specific points of information from texts such as class messages, directions, procedures, introductions and ‘visual vernacular’ descriptions.
They create textual cohesion through the use of connectives such as lexical signs NEXT or G:WELL, or non-manual features (NMFs) and pausing.
They create bilingual texts such as notices or digital displays and resources for the classroom.
They reflect on how their own ways of communicating may be interpreted when interacting with hearing people, and on how they adapt their ways of communicating and behaving when interacting with them.
They reflect on the experience of communicating in a visual world and on the challenges and advantages experienced by deaf people in a hearing world.
Students describe how constructed action (CA) can be shown in different ways, including eye gaze, head orientation change or body shift.
They identify where and how a signer establishes location in space, and they distinguish between real and abstract space.
They build metalanguage to talk about aspects of Auslan, for example, using terms such as SASS, NMFs, CA, depicting signs; and they make connections with terms they use in learning English, such as verb, adjective, noun. T
hey know that different languages and cultures influence and borrow from each other and identify connections between Auslan and other signed languages, for example, BSL, ISL and ASL.
They make comparisons between Auslan and signed languages in other countries.
Students know that Auslan plays an important role in the expression and maintenance of Deaf culture and in assuring the rights of every deaf person.