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FL 1-2 Strand - Communicating meaning in Auslan

Interacting in Auslan

exchange greetings and personal introductions and respond to classroom-related instructions and routines

AC9L1AU2C01

  • using everyday greetings and social exchanges to interact with others, such as greetings according to relationship, context and time of day, thanking, apologising, expressing wishes or congratulations, for example,

    THANK-YOU HELP PT+c

    Thank you for helping me.

    GOOD-LUCK TOMORROW

    Good luck tomorrow.

    SORRY. FS:ACC

    Sorry. That was an accident.

  • comparing likes, dislikes, pastimes and preferences, for example,

    PRO1 LIKE APPLE PRO2 LIKE ORANGE

    I like apples and you like oranges.

    WHO PLAY [insert SPORT or MUSICAL INSTRUMENT]?

    Who plays [insert sport or musical instrument]?

  • asking and answering questions about families, friends, pets or routines, for example,

    PRO2 ARRIVE SCHOOL HOW? CAR TAXI WALK BUS?

    How do you get to school? By car, taxi, walking or bus?

    POSS2 PET NAME WHAT?

    What is your pet’s name?

    POSS2 MUM WORK WHERE?

    Where does your mum work?

    POSS2 FAVOURITE SPORT WHAT?

    What’s your favourite sport?

    POSS1 BIRTHDAY WHEN FS:DEC

    My birthday is in December.

    POSS2 FAVOURITE ANIMAL WHAT?

    What’s your favourite animal?

    WHO LIKE [insert COLOUR]?

    Who likes [colour]?

  • exploring different ways of expressing emotion using NMFs and lexical signs, for example,

    PRO1 FEEL SAD. WHY? TUMMY HURT

    I feel sad because my tummy hurts.

  • contributing to sharing ‘morning news’ about personal experiences or recent events and associated emotions, using specific time markers such as TODAY, TOMORROW and WEEKEND

    YESTERDAY PRO1 SAD

    Yesterday, I felt sad.

    TODAY PRO1 HAPPY

    Today I feel happy.

    WEEKEND PRO1 WATCH FOOTBALL. GAME GOOD!

    I watched football on the weekend. It was a good game!

  • sharing opinions and descriptions using DSs and evaluative language and superlatives, as well as describing relationships with others, for example,

    FS:SAM BEST FRIEND, PRO3 DS:SPEED NMF:EYEBROWS RAISED, EYES NARROWED, LIPS TURNED UPWARDS

    Sam is my best friend, he runs fast.

    PRO3 HAVE BROWN DS:LONG-HAIR BROWN DS:POINT-TO-EYES

    She has brown wavy hair, and brown eyes.

    DAD LOVE FOOTBALL. PRO3 HAVE GOOD BALL SKILL.

    Dad loves football. He has good ball skills.

    POSS1 DOG BIG FLUFFY BROWN

    My dog is big and has brown, fluffy fur.

  • following communication protocols and Deaf etiquette to effectively interact and be visible such as turn-taking strategies and NMFs to express agreement or disagreement while socialising with peers

  • role-playing being the teacher, providing and following instructions using plain or modified indicating verbs, for example,

    PRO2 FIRST, SECOND, THIRD, PRO2 NEXT

    You go first, second, third and you’re next.

    PT+f HERE SIT BOOK READ, FINISH PUT PT+rt

    Over here we sit and read books, and when we’re finished, we put them away.

    PENCIL PRO1 GIVE

    I’ll give out the pencils.

    ACTIVITY FINISH PACK-UP PLEASE

    Activity is finished now. Please pack up.

  • following directions in activities such as an obstacle course or action game, using directional terms or DSs, for example,

    DS:TURN-LEFT DEAD-END DS:TURN-RIGHT

    Go left, then at the end turn right.

    PLEASE BRING WATER PT+f FRIDGE

    Please bring the water from the fridge.

  • asking for help or permission, for example,

    PLEASE PT+c HELP?

    Can you help me, please?

    PRO1(PL) CAN SHARE?

    Can we share these?

    AGAIN PLEASE?

    Can you please sign it again?

    SLOW PLEASE?

    Can you sign it slowly please?

Literacy

Intercultural understanding

participate in a range of play-based activities, using modelled expressions and visual cues

AC9L1AU2C02

  • participating in group games that require recalling information, such as going around a circle and adding to a lengthening sequence of events, for example,

    YESTERDAY ZOO, PRO1 SAW GIRAFFE

    Yesterday at the zoo, I saw a giraffe.

    YESTERDAY ZOO, PRO1 SAW GIRAFFE, KOALA ...

    Yesterday at the zoo, I saw a giraffe and a koala ...

  • taking turns in games or activities that involve information exchange such as Twenty questions with yes/no answers, or Guess who?, for example, using and responding to directional terms or DSs to complete an obstacle course or action game
  • leading class activities, for example, a ‘Follow the leader game providing movements for others to copy

  • collaborating in activities that involve making decisions about choices or contributions such as playing a game of Good choice or bad choice?, for example,

    STEALING MONEY; GOOD OR BAD CHOICE?

    Is stealing money a good choice or a bad choice?

    PUSH FRIEND; GOOD OR BAD CHOICE?

    Is pushing a friend a good choice or a bad choice?

    HELPING WASH DISHES; GOOD OR BAD CHOICE?

    Is helping to wash the dishes a good choice or a bad choice?

  • participating in role-plays that involve scenarios such as ordering a meal, buying food or other items, transacting payment or giving feedback

    PRO1 WANT ICE-CREAM. PRO1 NEED PAY $5.00 LADY

    I want ice cream. I need to pay the lady $5.00.

    CHOCOLATE ICE-CREAM DELICIOUS

    Chocolate ice cream is delicious.

  • interacting with a signing puppet or doll in an imaginary setting, for example, by signing questions such as

    PRO2 LIKE FS: DO WHAT?

    What do you like to do?

    WHY?

    Why?

  • participating in Auslan games that use simple clauses in creative ways, for example, playing the improvisation game ‘Space jump’

  • playing whole class games such as TIME WHAT WOLF?, using o’clock times

Literacy

Personal and social capability

Mediating meaning in and between languages

locate, with support, key information in familiar texts, and respond using gestures, images, words and modelled phrases

AC9L1AU2C03

  • completing information gap activities by gathering information from peers about topics such as family members, favourite foods, toys or games
  • identifying and categorising objects that relate to properties such as colour, number, size or shape and responding by describing objects using DSs
  • watching short Auslan texts about topics such as hobbies, animals or sports, and recording key points of information using tables or graphic organisers
  • recognising that gestures and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also reflected in Auslan
  • reporting key points obtained from predominantly visual infographics or diagrams related to different learning areas, for example, using space and spatial awareness to depict and describe the life cycle of a butterfly

  • working with information to create a class video, such as categorising signs in simple Auslan texts according to handshape, for example, a flat handshape equals SCHOOL, BOOK, MUM

  • following a procedural signed text to collect information needed to complete a task, such as how to build an object with building blocks or how to make a sandwich
  • viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events, for example, watching The very cranky bear and describing the bear using constructed actions (CAs), DSs and NMFs
  • responding to performances of VV and Deaf poetry that evoke emotions such as sadness, fear or excitement, and indicating enjoyment or personal feelings

  • responding to forms of Deaf art such as handshape creations, for example, reproducing key elements in own artwork, using signs such as LOVE, LOOK GOOD, NOT BAD or UGLY

  • viewing visual stories from sources such as National Simultaneous Storytime books, demonstrating understanding through retelling or enacting or using DSs, and focusing on the importance of eye gaze and role shift in CAs, when responding to the text
  • responding imaginatively to stimuli, using gestures, handshapes, facial expressions and signs, for example, acting out different ways a character in a story may have responded

Literacy

Critical and creative thinking

recognise language that carries cultural meaning in everyday social interactions

AC9L1AU2C04

  • translating simple Auslan signs for peers, by fingerspelling or writing the English word, for example, distinguishing between signs and fingerspelled version of DOG, CAT, BIRD, and names, understanding that fingerspelling is a tool for translation between Auslan and English

  • highlighting non-equivalent Auslan signs with English, such as

    BA-BA

    (bizarre) and

    PAH

    (finally)

  • looking at how deaf and hard of hearing people express stories in Auslan and noticing how embedded the stories are in Deaf culture and identity, for example, explaining in detail why they are late to class

  • developing understanding of the iconicity of some signs, such as basic iconic signs for sports, for example, RUNNING, SWIMMING and discussing possible translation of these signs

  • viewing videoed examples of Auslan signers from different parts of Australia, and identifying the different signs used in southern and northern dialects, for example, signs for colours and some numbers
  • considering the meaning behind their sign name if appropriate, indicating whether it is related to appearance, personality, a characteristic, story, habit or family
  • viewing a simple Auslan or English video and translating main sequence of events into English or Auslan, noticing any difficult to translate elements
  • labelling objects in the classroom and in learning resources, such as books and wall charts with pictures of lexicalised signs, for example, an image of an apple matched with an image of the sign for ‘apple’

Literacy

Intercultural understanding

Creating text in Auslan

with support, create signed, visual and multimodal texts, using familiar fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space

AC9L1AU2C05

  • creating and presenting a modelled show-and-tell describing an object or animal using lexical adjectives such as colours, or DSs relating to size, weight, pattern, texture and shape
  • presenting specific information such as a weather report using digital presentation as a visual prompt, using DSs (entity, size and space specifiers (SASSs) and handling) to share information with the class or teacher
  • describing their favourite places and activities in a presentation, using pictures, photos or objects
  • matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
  • demonstrating a simple procedure using list buoys and related sign vocabulary to explain the different steps, for example, how to play a game or how to find a hidden object
  • creating a text about personal experiences such as a holiday or weekend event, or daily routines/family life such as how they travel to school, what they eat for lunch, using lexicalised signs, time markers, CAs, DSs and NMFs, where appropriate and relevant
  • creating their own variations of familiar stories or picture books only using SASSs, entity and handling DSs

  • creating sequences of signs using a fixed handshape, such as using only the pointer handshape to sign

    YOU THINK I SHY?

    You think I’m shy?

  • planning and enacting imagined adventures, using CAs such as eye-gaze change, body shift and head orientation, for example, riding a bike up hill and then down again really fast

  • making their own handshape creations, for example, flat hand = FISH, pointer finger = A PERSON

Literacy

Personal and social capability

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