2nd L (F–10) 5-6
Achievement Standard
By the end of Year 6, students discuss aspects of their daily lives, social
activities and school experience and respond to each other’s comments.
They describe relationships and characteristics of people and objects and
express feelings and preferences, for example, POSS1 FRIEND CHANGE OTHER SCHOOL
PRO1 SAD.
They negotiate with each other to plan, organise and complete learning tasks and
activities, using statements such as PRO1 DON’T-WANT DRAW, PRO1 WANT TAKE-PHOTO,
THANKYOU PRO2 EXPLAIN CLEAR, or THAT FIRST IMPORTANT THAT SECOND.
They follow more complex instructions and directions involving several steps.
They compare experiences, routines, interests and activities, using signs
associated with time, sequence and location.
They follow protocols when interacting with each other or with interpreters or
visitors to the classroom, for example by interrupting conversations
appropriately or providing context for a new participant joining a conversation.
They paraphrase the content of selected signed texts, such as community
announcements, and relay the information to others.
They plan, rehearse and deliver short presentations, taking into account
context, purpose and audience.
They respond to creative and imaginative texts, for example by discussing ideas
and characters, shadowing signed elements of theatrical or cinematographic texts
that use handshapes, and by making connections with their own experiences.
They create or reinterpret simple imaginative texts using elements of
constructed action (CA), such as body shift, eye gaze and head orientation
change.
They modify non-manual features and lexical signs to indicate manner.
They translate familiar texts from Auslan to English and vice versa, identifying
which words or phrases require interpretation or explanation.
Students discriminate between body-anchored and non-body-anchored signs, and
recognise how non-body-anchored signs can modify their locations meaningfully.
They know that the function of CA is to represent the words, thoughts or actions
of a protagonist in a text, either themselves or others, and that spatial
relationships between objects are typically expressed with depicting signs in
Auslan.
They understand different ways that English words are borrowed into Auslan and
identify connections between Auslan and other signed languages, for example, BSL,
ISL and ASL.
They recognise the diversity of Auslan users in the community, including people
who are deaf, hard of hearing, and hearing people such as CODAs or interpreters.
Students recognise how Auslan has been transmitted across generations and
describe different ways it has been documented and recorded, for example, by
glossing and the use of technology such as ELAN.
Students reflect on the ways culture is differently interpreted by others, for
example by identifying how stereotypes about deaf and hearing people influence
perceptions.