1st L (Yr 7 Entry) 9-10

Describe activities and experiences and share and respond to ideas and feelings about people they know, their daily lives, social worlds and school community
[Key concepts: idea, feeling, description, experience; Key processes: recounting, describing, interacting, comparing] - Elaboration 1

Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions
[Key concepts: planning, role, responsibility, support, information exchange; Key processes: negotiating, encouraging, describing, expressing preference] - Elaboration 2

Communicate clearly in different classroom interactions and contexts, demonstrating appropriate protocols when communicating with each other, teachers and deaf people
[Key concepts: instruction, interaction, protocol; Key processes: responding, negotiating, indicating, initiating, interrupting] - Elaboration 3

Identify, paraphrase or compare information obtained from a variety of signed texts or from their own data collection and present the information in different forms
[Key concepts: information, likes/dislikes, interests, preferences; Key processes: retelling, recording, organising, identifying, surveying, categorising] - Elaboration 4

Convey factual information and opinions in signed texts
[Key concepts: routine, event, hobby, procedure; Key processes: describing, reporting, explaining, presenting, instructing] - Elaboration 5

Engage with different types of creative texts, identifying and discussing characters, events and personal responses through the use of familiar signs, actions and artwork
[Key concepts: performance, character, personal response, creativity; Key processes: viewing, responding, participating, comparing] - Elaboration 6

Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects
[Key concepts: appearance, character, audience, animation, emotion, manner; Key processes: depicting, creating, presenting, re-enacting, reinterpreting, choreographing, performing] - Elaboration 7

Translate and interpret different types of familiar short texts, demonstrating awareness of individual interpretations of meaning
[Key concepts: equivalence, translation, meaning, interpretation, ethics, culture; Key processes: translating, interpreting, comparing, researching, shadowing, explaining] - Elaboration 8

Create bilingual texts such as notices, displays or newsletters for use in the wider school community
[Key concepts: translation, meaning, bilingualism, information; Key processes: translating, composing, comparing, creating, contributing] - Elaboration 9

Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces
[Key concepts: identity, relationship, Deafhood, advocacy, society, place, Deaf space, Deaf gain, responsibility, guidance; Key processes: identifying, discussing, comparing] - Elaboration 10

Reflect on the experience of learning and using Auslan in and out of school, and ways in which their understanding of intercultural communication has developed
[Key concepts: intercultural communication, perspective, insight, self-reflection, making meaning, discrimination; Key processes: comparing, analysing, explaining, reflecting] - Elaboration 11