2nd L (F10) 5-6


Share ideas and feelings about people they know, their daily lives, social activities and the school community
[Key concepts: experience, interaction, interests, relationship; Key processes: describing, discussing, responding, comparing, expressing feelings] - Elaboration1

Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions
[Key concepts: performance, presentation, Deaf culture; Key processes: planning, negotiating, organising] - Elaboration 2

Communicate appropriately while involved in shared learning activities by asking and responding to questions, managing interactions, indicating understanding and monitoring learning
[Key concepts: agreement, clarification, protocol, reflection; Key processes: responding, agreeing, monitoring] - Elaboration 3

Collect, classify and paraphrase information from a variety of Auslan texts used in school and community contexts
[Key concept: information, findings, concepts; Key processes: identifying, collecting, classifying, paraphrasing, responding, explaining, requesting, interviewing] - Elaboration 4

Convey information in different formats to suit different audiences and contexts
[Key concepts: context, purpose, audience; Key processes: presenting, creating] Elaboration 5

Engage with a range of creative and imaginative texts, identifying and discussing ideas and characters and making connections with their own experiences
[Key concepts: narrative, theatre performance, emotional response, humour; Key processes: sequencing, comparing, shadowing, reflecting] - Elaboration 6

Create or reinterpret simple imaginative texts that involve favourite characters or humorous situations, using a range of signs, gestures and supporting props to convey events, characters or settings
[Key concepts: constructed action, perspective, choreography; Key processes: adapting, performing, retelling, dancing] - Elaboration 7

Translate familiar texts from Auslan to English and vice versa, noticing which words or phrases require interpretation or explanation
[Key concepts: equivalence, meaning, interpretation; Key processes: identifying, translating, shadowing, creating, comparing] - Elaboration 8

Create their own bilingual texts and learning resources such as electronic displays, websites or digital newsletters
[Key concepts: bilingualism, meaning; Key process: composing, creating] - Elaboration 9

Demonstrate understanding of the nature of identity in relation to themselves and to members of the Deaf community
[Key concepts: identity, community, history; Key processes: documenting, creating, sharing, evaluating, comparing] - Elaboration 10

Reflect on how language and cultural background influence perceptions of other languages and communities, and on their experience of learning and communicating in Auslan
[Key concepts: influence, perspective, perception, self-reflection; Key processes: comparing, sharing, monitoring, identifying, analysing, explaining, reflecting] - Elaboration 11