L (Yr 7 Entry) 9-10
By the end of Year 10, students interact with peers, teachers and others using Auslan to communicate about personal interests and broader issues relating to the Deaf community.
They participate in class discussions, explaining and clarifying positions, asking follow-up questions, using non-manual features for topicalisation or negation and responding to each other’s comments, for example IF DS:place-person DEAF TEACHER MEANS DEAF HEARING STUDENT EQUAL-all.
They initiate and sustain interactions; ask for repetition, clarification or confirmation; use more elaborate sentence structures, such as embedding clauses; and use discourse markers such as SURPRISE, INCREDIBLE, WOW or UM.
They engage in different processes of collaborative learning, including planning, negotiating and problem-solving, using familiar and some spontaneous language.
They follow protocols when interacting with each other or with interpreters or Deaf visitors to the classroom, for example by interrupting conversations appropriately, waiting for eye gaze or for the signer to finish, or by providing context for a new participant joining a conversation.
Students locate, interpret and analyse information from a variety of signed texts, such as announcements, news reports and vlogs, using context and knowledge of depicting conventions to work out unfamiliar meaning.
They demonstrate understanding by paraphrasing, summarising and explaining main ideas, key themes or sequences of events.
They interpret different types of creative and imaginative texts, such as Deaf performances or different expressive art forms, describing and comparing their responses.
They plan, draft and present informative and imaginative texts, linking and sequencing ideas using conjunctions such as BUT or IF… THEN… as well as joining clauses with NMFs to build cohesion and to extend clauses.
With support, they use constructed action (CA) to portray characters in a narrative, modify indicating verbs for non-present referents with increasing accuracy across a text, for example PRO1 ASK-her and use more complex entity depicting signs, for example DS(point):man-walks-slowly.
They translate and interpret texts and create bilingual texts and resources to use in the wider school community, comparing different interpretations and making decisions in relation to dealing with instances of non-equivalence.
Students explain culturally appropriate and ethical behaviour for interpreting and translating texts, and consider potential consequences of inaccurate interpreting.
They reflect on how their own ways of communicating may be interpreted when interacting with deaf people, and modify elements of their behaviour such as the use of eye contact, facial expression or body language as appropriate.
Students identify and describe instances of CA in signed texts and explain how signers use CA and depicting signs in composite utterances.
They identify and classify non-manual features in signed texts and describe their function.
They know that signs can be iconic in a number of ways, and identify iconic signs that represent a whole object or part of an object.
They distinguish between viewer and diagrammatic space, including whether viewer space refers to referents that are present or non-present.
Students investigate and analyse the nature of variation in the use of Auslan, explaining influences such as geographical location, social groupings and history, educational experience, age of learners, family background and degree of contact with Signed English or other languages.
They make comparisons between the ecologies of Auslan and signed languages in other countries, in relation to issues such as language policies and rights, advocacy, 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.