k10outline - FL Foundation Strand - Communicating meaning in Auslan

with support, recognise and communicate meaning in Auslan

greeting others using appropriate forms of address, for example, HELLO, GOOD MORNING, GOOD AFTERNOON, and use of sign names if appropriate
participating in routine exchanges such as expressing thanks, asking to go to the bathroom or get a drink, and describing the day’s weather, for example, raising hand or waving when attending to roll call, saying PLEASE, THANK-YOU, GOOD, TODAY WEATHER SUN
responding to and using visual cues such as pointing, eye contact and body language
following classroom instructions that include simple DSS for completing activities, such as
DS:SIT-CIRCLE
Sit in a circle.
DS:LINE-UP
Line up.
DS:LOOK-AT PRO1
Look at me.
describing family, friends and peers using visual cues and prompts
participating in games that involve the use of repeated phrases, expressions, actions and NMFs, such as POSS1 TURN, POSS2 TURN, for example, I spy, Fruit salad
responding to Auslan stories through play-acting or movement, illustrating characters, events or scenes
using Auslan numbers 0–10, for example, sorting counters into groups and counting objects
participating in simple dialogues in Auslan, for example, playing shops using classroom objects such as toys and books, and practising simple phrases, PRO1 WANT, PRO1 WANT-NOT, YES, NO, PRO1 LIKE, PRO1 LIKE-NOT
showing emotions through the use of NMFs, for example, responding to visual prompts and modifying emotions each time, such as being happy, sad, angry or tired
shadowing parts of a simple Auslan story

explore, with support, language features of Auslan, making connections between Auslan and English

making connections between words and images and the signs to make meaning, for example, point to the object labelled as milk and sign MILK
noticing that names can be signed, written and fingerspelled
comparing how to gain attention or show approval in a classroom situation, in Auslan and English, for example, waving, tapping or deaf clapping in Auslan
noticing how, when communicating in Auslan, NMFs are more important than in English, for example, playing a matching game with facial expressions and sentences such as PRO1 LIKE FLOWERS

explore connections between language and culture

AC9L1AUF03

making connections with different types of deaf and hard of hearing groups, such as those with or without hearing aids or cochlear implants, those who are non-verbal or deaf, or hard of hearing people who do not sign
exploring different languages and cultures of class members and identifying different ways of visually expressing meaning or showing respect, for example, waving in Deaf culture or bowing in Japanese culture
noticing Auslan users’ use of physical space, such as by changing position or standing up so they can see the signer, for example, tapping for attention and then working out the spatial arrangement to have the interaction
using the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) map of the languages of Australia to notice the language(s) of First Nations Australians in their local area and/or across Australia
locating countries/places of significance to students in the class on a digital or print world map