2nd L (F–10) 9-10
Achievement Standard

By the end of Year 10, students use Auslan to build relationships and to initiate, sustain and extend interactions with teachers, peers and contacts in the wider community.

They engage in debate and discuss aspirations and social issues, explaining and justifying positions and elaborating opinions using expressions such as NEVER THOUGHT YEAH-RIGHT.

Students use strategies to support discussion, such as self-correction, rephrasing or elaborating if not understood.

They use smooth and fluent fingerspelling.

They use spontaneous language to participate in activities and learning experiences that involve collaborating, planning, organising, negotiating and taking action.

They use modal verbs and non-manual features (NMFs) to express possibility, obligation and ability, such as PRO1 MAYBE SEE THAT MOVIE or PRETEND PRO2 DEAF….

Students use culturally appropriate norms, skills and protocols when engaging with and learning from Deaf people and the Deaf community, for example, waiting to be introduced to new people and knowing how to introduce themselves as second language Auslan learners.

They analyse, synthesise and evaluate information from a range of signed sources, summarising key ideas and specified points of information.

They predict the meaning of unfamiliar signs and expressions from context and their knowledge of depicting conventions.

They compare responses to creative texts such as Deaf poetry, Deaf art and signed narratives.

Students demonstrate understanding of Auslan and Deaf culture, for example by preparing and delivering presentations or signed narratives on social and cultural issues, community initiatives and lifestyles.

They build cohesion and complexity in texts by using fully-lexical connectives such as IF, THEN and/or NMFs to link clauses.

They use constructed action (CA) to show different points of view.

Students demonstrate culturally appropriate and ethical behaviour when interpreting and translating texts and consider potential consequences of inaccurate interpreting.

They describe how they feel and behave when communicating in a visual world, for example by discussing how the experience fits with their sense of self.

They reflect on the role of Auslan in connecting and building Deaf identity.

Students recognise and explain different ways that signers represent signing space, such as character or observer space.

They understand and use depicting signs and CA in complex ways to create composite utterances.

They investigate variation in the use of Auslan, explaining influences such as geographical location, social groupings and history, educational experience, the age of learners, family background and degree of contact with Signed English or other languages.

They make comparisons between the ecologies of Auslan and those of signed languages in other countries, taking account of issues such as languages policy and rights, advocacy, language reform and language vitality.

They identify factors that help to maintain and strengthen the use of Auslan, such as intergenerational contact and bilingual school programs.

Students know that Auslan plays an important role in the expression and maintenance of Deaf culture and in assuring the rights of every deaf person.