2nd L (F10) 3-4


Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes
[Key concepts: routines, interests, personal worlds; Key processes: recounting, describing, expressing preferences] - Elaboration 1

Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions
[Key concepts: task, role, responsibility, clarification, encouragement; Key processes: collaborating, following directions, negotiating, asking for help] - Elaboration 2

Respond to questions, directions and requests, using non-manual features and simple questions and statements to ask for help, to indicate understanding or agreement and to negotiate turn-taking
[Key concepts: instruction, clarification, turn-taking, back-channel, attention, eye contact; Key processes: responding, asking for help, turn-taking, using back-channel, gaining attention] - Elaboration 3

Organise and summarise key points of information obtained from different types of Auslan texts
[Key concepts: sequence, information, format; Key processes: organising, summarising, identifying, surveying, retelling, recording] - Elaboration 4

Present information associated with their home, school and community activities and routines, using signed descriptions and visual prompts
[Key concepts: recount, description, sequence; Key processes: presenting, demonstrating, recounting] - Elaboration 5

Engage with different types of imaginative texts, identifying favourite elements, characters and events and responding through modelled signing, actions and drawing
[Key concepts: story, character, response; Key processes: responding, comparing, retelling, drawing] - Elaboration 6

Create simple texts that demonstrate imagination and playfulness, using familiar signs, gestures, modelled language and visual supports
[Key concepts: play, imagination, character; Key processes: creating, performing, retelling] - Elaboration 7

Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story, noticing which ones are difficult to interpret
[Key concepts: similarity, difference, meaning; Key processes: matching, noticing, identifying, translating] - Elaboration 8

Create bilingual versions of texts such as English captioned recordings of Auslan phrases
[Key concepts: meaning, representation; Key processes: creating] - Elaboration 9

Consider how their ways of communicating and responding to each other shape and reflect their sense of identity
[Key concepts: identity, similarity, difference, community, membership, communication; Key processes: observing, identifying, creating, noticing, discussing, comparing] - Elaboration 10

Describe ways in which communicating and behaving when using Auslan are similar to or different from their use of their own language(s) and forms of cultural expression
[Key concepts: language, culture, values, similarity, difference, communication; Key processes: noticing, comparing, describing, explaining, questioning, reflecting] - Elaboration 11