2nd L (FĖ10) 7-8


Interact appropriately with people in different contexts, sharing experiences, interests and opinions about current events or school and community experience
[Key concepts: protocol, turn-taking, interaction; Key processes: socialising, comparing, turn-taking, clarifying] - Elaboration 1

Engage in different processes of collaborative learning, including planning, problem-solving, task completion and evaluation
[Key concepts: design, communication, reflection; Key processes: collaborating, designing, creating, presenting, problem-solving, reflecting] - Elaboration 2

Participate in extended interactions by explaining and clarifying answers, responding to othersí contributions, asking follow-up questions and observing protocols in and beyond the classroom
[Key concepts: interaction, signing space, discussion, context, environment, protocols; Key processes: responding, commenting, adjusting, contextualising] - Elaboration 3

Collate and analyse information accessed through a variety of signed texts to present an overview or develop a position on issues or interests
[Key concepts: perspective, representation; Key processes: collating, analysing, researching, interviewing, evaluating, surveying] - Elaboration 4

Present information on different events or experiences to inform, report, promote, instruct or invite action
[Key concepts: action, experience; Key processes: instructing, reporting, persuading, inviting] - Elaboration 5

Interpret different types of texts that involve the expression of feelings or experiences and the representation of imagined people, places and scenarios, sharing and comparing their responses to different elements
[Key concepts: expression, manner, metaphorical iconicity; Key processes: comparing, evaluating, describing, exploring, profiling] - Elaboration 6

Create and present entertaining individual or collaborative texts that reflect real or imagined people, places or experiences
[Key concepts: improvisation, diorama, role-play, theme; Key processes: creating, improvising, collaborating, re-creating, role-playing] - Elaboration 7

Translate and interpret less familiar short texts and compare their translations to those of their classmates, considering why there might be differences in interpretation and how language reflects elements of culture and experience
[Key concepts: equivalence, meaning, interpretation, culture, ethics; Key processes: translating, interpreting, comparing, paraphrasing, summarising] - Elaboration 8

Create bilingual texts to use in the wider school community, identifying words/signs or expressions that carry specific cultural meaning in either language
[Key concepts: equivalence, bilingualism; Key processes: captioning, creating] - Elaboration 9

Consider their own and each otherís cultural experiences and ways of expressing identity and reflect on the role of Auslan in building and expressing identity for Deaf people
[Key concepts: identity, perspective, belonging, wellbeing; Key processes: reflecting, comparing, describing, discussing, investigating, analysing] - Elaboration 10

Reflect on their intercultural interactions and experiences, for example by considering their responses when engaging with Auslan users or digital resources, and on how these responses reflect their own languages and cultures
[Key concepts: intercultural experience, ways of knowing and being, discrimination; Key processes: comparing, analysing, explaining, reflecting, exploring] - Elaboration 11