2nd L (F10) 9-10


Interact with peers at school and contacts in the wider community to build relationships, engage in debate and to discuss aspirations or social issues
[Key concepts: discussion, relationship, aspiration, convention; Key processes: discussing, explaining, justifying, elaborating, contextualising] - Elaboration 1

Engage in activities that involve interactions, transactions, negotiations and management of different opinions and social/cultural behaviours
[Key concepts: perspective, culture, diversity, identity, action, transaction; Key processes: making choices, negotiating, planning, promoting, transacting] (ACLASFC200 - Scootle )- Elaboration 2

Interact with peers and others in and out of the classroom through reflection, discussion and participation in shared experiences
[Key concepts: ideas, action, effect, discussion, culture; Key processes: making connections, reflecting, elaborating] - Elaboration 3

Investigate, synthesise and evaluate information from a range of perspectives and signed sources, identifying how culture and context affect how information is presented
[Key concepts: perspective, culture, context, debate; Key processes: investigating, synthesising, evaluating, summarising] - Elaboration 4

Contribute to presentations, reports, reviews, discussions and debates that focus on selected social and cultural issues
[Key concepts: social and cultural issues, influence; Key processes: creating, persuading, explaining, contributing] - Elaboration 5

Respond to different types of imaginative and creative texts that invite consideration of values, themes and ideas and involve different modes of expression
[Key concepts: Deaf experience, expression, cultural values, effect, emotion; Key processes: analysing, evaluating, profiling] - Elaboration 6

Creating a variety of imaginative and expressive texts that draw from elements of their own life experience or of their experience as Auslan learners
[Key concepts: improvisation, stimulus, performance, humour, tension, interpretation; Key processes: improvising, performing, role-playing, creating, interpreting] - Elaboration 7

Consider the dynamic nature of translating and interpreting and the role of culture when transferring meaning from one language to another
[Key concepts: equivalence, representation, meaning, interpretation, ethics, culture; Key processes: translating, interpreting, comparing, explaining, analysing] - Elaboration 8

Create glossaries and classifications in English to interpret cultural aspects of Auslan texts
[Key concepts: bilingualism, interpretation; Key processes: recording, creating, captioning] - Elaboration 9

Recognise the complex and multifaceted nature of identity and how exploration of cultural identity in relation to a different language can provide insights and different perspectives to a first culture and language
[Key concepts: identity, gender, culture, perspective, difference, representation; Key processes: analysing, reflecting, viewing, evaluating, comparing, describing, discussing, creating] - Elaboration 10

Reflect on the experience of learning and using Auslan, considering how intercultural communication involves shared responsibility for making meaning
[Key concepts: intercultural communication, perspective, insight, self-reflection, making meaning, discrimination, audism; Key processes: comparing, analysing, explaining, reflecting] - Elaboration 11