k10outline - SL 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 where 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.
participating in games, and songs, if appropriate, that involve the use of repeated phrases, expressions, actions and NMFs, for example, I spy, Fruit salad or the ABC Auslan song
responding to Auslan texts such as stories and poems, 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 through role-play, for example, playing shops using classroom objects such as toys and books, and practising simple phrases, for example, PRO1 WANT, PRO1 WANT-NOT, YES, NO, PRO1 LIKE, PRO1 LIKE-NOT
showing emotions using 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, noticing similarities and differences between Auslan and English

noticing that every language uses words or signs to make meaning
noticing that their name can be written and fingerspelled
comparing Auslan and English phrases and noticing similarities and differences
comparing how to gain attention in a classroom situation, in Auslan and English, for example, by waving or tapping
noticing that NMFs are important when communicating in both Auslan and English

explore connections between language and culture

recognising that there are 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 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 world map
noticing that students in the class may speak more than one language