2nd L (Yr 7 Entry) 9-10

Socialise and exchange views on selected issues using different communication strategies, language structures and techniques
[Key concepts: issues, debate, discussion, interaction; Key processes: explaining, debating, justifying, code-switching] - Elaboration 1

Engage in various collaborative tasks that involve making decisions, solving problems and evaluating progress
[Key concepts: responsibility, evaluation, discussion; Key processes: problem-solving, planning, evaluating, managing] - Elaboration 2

Interact appropriately with the teaching team, peers and members of the Deaf community, adjusting language when necessary and demonstrating understanding of appropriate protocols in and out of the classroom
[Key concepts: protocol, behaviour, communication; Key processes: demonstrating, gaining attention, back-channelling, clarifying] - Elaboration 3

Engage with a range of signed texts to locate and evaluate information, infer or interpret meaning and to present key points in new forms
[Key concepts: information, data collection, issues; Key processes: interviewing, observing, rephrasing, summarising] - Elaboration 4

Preparing and presenting information on different issues, events, people, procedures or experiences, using signed descriptions and visual prompts to inform, report, promote, explain or invite action
[Key concepts: biography, commentary, procedure, action; Key processes: presenting, describing, explaining, researching, composing, inviting action] - Elaboration 5

Respond to different types of creative texts that involve the expression of feelings or experiences, comparing their responses to different elements and making connections with their own experience
[Key concepts: Deaf experience, expression, cultural values, effect, emotion; Key processes: analysing, evaluating, profiling] - Elaboration 6

Create and present entertaining individual or collaborative texts that reflect imagined people, places or experiences and draw from elements of their own life experience
[Key concepts: improvisation, stimulus, performance, humour, tension, interpretation; Key processes: improvising, performing, role-playing, creating, interpreting] - Elaboration 7

Translate and interpret different types of familiar texts and consider the effectiveness of examples of different translations, considering the role of culture when transferring meaning from one language to another
[Key concepts: equivalence, translation, meaning, interpretation, ethics, culture; Key processes: translating, interpreting, comparing, researching, exploring, developing] - Elaboration 8

Create, develop and resource bilingual texts for use in the wider school community
[Key concepts: bilingualism, translation, meaning, representation, information; Key processes: translating, composing, comparing, creating, developing] - Elaboration 9

Recognise that the concept of identity is complex, dynamic and diverse, and consider how students learn more about their own identity through the exploration of other languages and cultures
[Key concepts: identity, perception, representation, difference; Key processes: investigating, comparing, evaluating, creating, analysing] - Elaboration 10

Reflect on the experience of learning and using Auslan and how the experience is influenced by their own languages and cultures, and consider how intercultural communication involves shared responsibility for making meaning
[Key concepts: intercultural communication, perspective, making meaning, inclusion, exclusion, audism, insider, outsider; Key processes: analysing, explaining, reflecting, considering] - Elaboration 11