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SL 5-6 Strand - Communicating meaning in Auslan

Interacting in Auslan

initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment

AC9L2AU6C01

  • discussing aspects of their school experience, using familiar lexicalised fingerspelled signs, for example,

    FS:MON MR SMITH GIVE PT+c BOOK THAT NEW

    On Monday Mr Smith gave me a new book.

  • discussing opinions in pairs or in groups, using NMFs and eye gaze to gain and hold attention or to finish a turn, for example,

    THEATRE GOOD, LONG DS:FAST-REPEAT NMF:EYES-WIDENING

    I liked the theatre performance, but it was sooo long.

    SCHOOL SWIMMING RACE, GOOD BAD, PRO2 THINK WHAT?

    What did you think about the swimming carnival?

  • discussing experiences and their associated feelings, for example,

    DEAF PERSON WILL VISIT SCHOOL PRO1 EXCITED MEET

    I am excited to meet the deaf visitor.

    POSS1 FRIEND DIFFERENT SCHOOL PRO1 SAD

    I am sad because my friend moved to a different school.

  • comparing weekend or holiday routines, interests and activities, using signs associated with time, sequence and location, for example,

    REGULAR SUMMER PRO1(PL) GROUP MOVE BEACH STAY WEEK(THREE)

    We go to the beach for 3 weeks in summer.

    WEEKEND PRO1 GO-TO DS:FAST-REPEAT CAMP

    I go camping on weekends.

  • expressing preferences in relation to places or things using abstract space, for example,

    PT+lf PAST SCHOOL OKAY PT+rt NEW SCHOOL BETTER

    My previous school was okay, my new school is better.

  • describing relationships between members of their families or between classmates, for example,

    PRO3 POSS1 COUSIN PRO1(PL) GOOD FRIEND

    She’s my cousin; we’re good friends.

  • using discourse markers in conversation to indicate understanding, attention or consideration, for example,

    SURPRISE

    oooh (with appropriate intonation)

    INCREDIBLE

    No way!

    WOW

    Wow!

    UM

    um

  • interviewing deaf peers or other Auslan users, showing agreement or disagreement or asking for clarification, for example,

    PRO1 AGREE

    I agree.

    PRO1 AGREE-NOT

    I don’t agree …

    THAT RIGHT (CORRECT)?

    Is that right?

    RIGHT (CORRECT) PRO1?

    … am I right?

  • gaining the attention of an individual or a group, for example, by flashing classroom lights, waving tapping or pointing to alert third parties

  • following protocols for interrupting conversations, for example, when to walk between signers, waiting for eye contact and pauses in signing and using language such as EXCUSE or SORRY INTERRUPT

  • monitoring their own and each other’s learning, for example, by making comments such as

    SURPRISE KNOW-NOT PRO1

    I didn’t know that …

    THANK-YOU PRO2 EXPLAIN CLEAR

    Thank you – that was really clear.

Literacy

Intercultural understanding

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

AC9L2AU6C02

  • working collaboratively to plan a performance or presentation, for example, on aspects of Deaf culture or Auslan or a presentation about cyber safety
  • allocating responsibilities and organising the completion of shared tasks, such as the creation of an online game or board game or a class project
    PRO2 THINK BEST THIS FIRST, FINISH, NEXT …
    Do you think we should do this first and when that’s done, next …
    THAT FIRST IMPORTANT THAT SECOND
    That’s more important than this.
  • expressing preferences in relation to roles and responsibilities in shared learning activities, using statements such as
    PRO1 HANDWRITING PRO1 LIKE-NOT RATHER TYPING
    I don’t like handwriting; I prefer to type it.
    PRO1 WANT-NOT DRAW, PRO1 WANT TAKE MANY PHOTO
    I don’t want to do the drawing; I’d rather take photos.
  • organising real or imagined activities or an event such as a class party, talent show or a trip overseas, using expressions related to place, time and numbers, for example,
    THAT SHOW WHEN WHAT DAY?
    What date is the show?
    PEOPLE THERE, HOW MANY?
    How many people will be there?
  • playing games that involve detailed information exchange, such as Guess who?, asking for and supplying descriptions, for example,
    PT+f HAVE GLASSES?
    Does yours have glasses?
    HAVE-NOTNo.
  • carrying out simulated transactions in different contexts, for example, playing a ‘restaurant’ game or a food shopping game

Literacy

Personal and social capability

Mediating meaning in and between languages

locate and process information and ideas in a range of signed, visual and multimodal texts, and respond in different ways to suit purpose

AC9L2AU6C03

  • identifying key information in procedural or descriptive Auslan texts and responding to signed comprehension questions, for example, watching a signed video about the water cycle and then participating in a game show style quiz to answer questions
  • collecting information from peers about interests, preferences and routines, and presenting findings to the class using visual supports/graphic organisers, for example, presenting about how students get to school each day
  • paraphrasing the content of selected Auslan texts such as community announcements and relaying the information to others
  • reading or viewing First Nations Australian authors’ stories in Auslan or English and comparing words, formulaic expressions and sentences
  • finding information about events such as a meeting to discuss creating more community green spaces or details of an upcoming Deaf community event and creating a signed advertisement or promotional video with English captions
  • viewing a narrative signed text and responding by drawing a storyboard that identifies and sequences key events
  • viewing Auslan stories and providing a signed summary of the plot, main characters and key message of the story
  • comparing different kinds of Deaf expression, such as handshape poems or art, indicating with which they connect more and why
  • engaging with different examples of Deaf humour, such as Deaf jokes, and comparing them with examples of humour in spoken English or in silent films or mime

Literacy

Critical and creative thinking

apply strategies to interpret and convey meaning in familiar signed and visual cultural contexts

AC9L2AU6C04

  • reading and transcribing short, glossed texts, including indicating understanding that there are markings to show NMFs and spatial locations
  • translating segments from popular children’s texts such as fairytales or short stories into Auslan, considering why some elements cannot be translated literally

  • demonstrating the use of a bilingual online dictionary such as Signbank by looking up various meanings of a word, for example, ‘run’ and comparing variation in signs for the concept in different contexts, for example,

    BATH DS:HANDLING TAPS RUN

    To run the bath

    AND

    To run out of pens

    RUN WANT SCHOOL-CAPTAIN

    To run for school captain

  • using resources such as Signbank to identify words which might not have a direct sign equivalent, for example, jewellery, pets and other collective nouns
  • finding and using phrases that have direct translations between Auslan and English, for example, Goodnight or Happy birthday
  • creating bilingual texts for younger children such as a digital Auslan-English dictionary of school-specific vocabulary or online vocabulary games
  • shadowing a story in Auslan, noticing phrases and concepts which do not translate directly

Literacy

Intercultural understanding

Creating text in Auslan

create and present a range of informative and imaginative signed, visual and multimodal texts using a variety of modelled structures to sequence information and ideas, and using fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, appropriate to text type

AC9L2AU6C05

  • presenting information in Auslan to the wider school community, for example, a short skit to promote healthy habits, Harmony Day in the school, promoting community events such as a Deaf Festival or an upcoming swimming carnival using visual support
  • assembling a signed information pack about their school to support newly arrived deaf students, including a signed glossary of key people and places and simple directions to navigate the school website
  • explaining a favourite game, highlighting key Auslan terms and supporting information with pictures, gestures and demonstrations
  • creating a class presentation or video, locating and describing, in Auslan, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
  • planning, rehearsing and delivering short presentations about a topic of their choice, taking into account context, purpose and audience, for example, promoting recycling or a dream holiday
  • creating the next scene, a new character or an alternative ending for a signed fable, short story or cartoon
  • creating and performing an adaptation of a story with 2 or more characters, using elements of CAs such as eye-gaze change, body shift and head orientation change

Literacy

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