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- Western Australian Curriculum
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- Auslan - Australian Curriculum
- Auslan - Australia Curriculum
- Auslan Second Language - Foundation to Year 10
- Years 9-10 Auslan Syllabus
- SL 9-10 Content Descriptions - Communicating meaning in Auslan
- SL 9-10 Strand - Communicating meaning in Auslan
SL 9-10 Strand - Communicating meaning in Auslan
Interacting in Auslan
initiate, sustain and extend exchanges in familiar and unfamiliar contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others
- explaining or justifying positions in discussion or debate, for example, by using space and NMFs to contrast views
- elaborating on opinions in relation to social, community or educational matters, for example, exchanging views on a newspaper article about deaf people
- using researched information to contribute to formal group interactions, for example, panel discussions on issues such as the roles and responsibilities of interpreters
creating hypothetical situations to contextualise a discussion or debate, for example,
FS:IF PRO2 BOSS WILL CHANGE WHAT?
What would you change if you were boss?
using strategies to initiate and support discussion such as by providing the context of a conversation to a new participant, for example,
PRO3 SAY …
She was saying that …
demonstrating awareness of social sensitivities or conventions, for example, by using euphemistic signs or allusions for concepts such as TOILET, BIRTH
- discussing current affairs or justifying a position in relation to issues of interest to their group, such as conservation, gender equity or social media
making connections between ideas, actions and effects, using reflective language, for example,
SOMETIMES POSSIBLE HAPPEN WHY? FS:IF PRO2 PAST THINK (CONTEMPLATE) WILL TRUE HAPPEN
Sometimes things happen because you think they will, so it comes true.
CAR CRASH BECAUSE TEXTING
The car crashed because he was texting.
using secure digital format demonstrating culturally appropriate behaviours when engaging with unfamiliar members of the Deaf community, for example, waiting to be introduced to new people, knowing how to introduce themselves as L2 Auslan learners, for example, HELLO MY NAME …, Hello my name is …, PRO1 LEARN AUSLAN. I learn Auslan, POSS1 TEACHER WHO? (SIGN NAME or FS), What is my teachers name?
- contributing to discussions that consider different perspectives on selected issues, for example, differences in views on Deaf education, the environment, or the influence of social media on their lives
- signing announcements, instructions, advice or information in relation to an event or emergency
- demonstrating moving body position to navigate lines of sight for a communication exchange such as light pressure of hand to shoulder to push student to lean back so students in the row can see the person signing
contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences
- managing shared learning experiences that involve differences in opinion or cultural perspectives such as a class debate about climate change, or homework being compulsory
- navigating multistep directions and decisions in pairs or small groups in learning activities that offer alternatives or choices, such as creating a website, or the process of applying for a learners permit for driving
- negotiating hypothetical scenarios involving members of the Deaf community to highlight issues associated with diversity, culture and identity, for example, experience in domains such as education or sport
- planning and promoting cultural events such as a cake stall, or a school performance at a Deaf festival or advertising the activities during the National Week of Deaf People
- planning action on an issue, such as captioning and funding support for Deaf organisations or organising a campaign to celebrate diversity
- organising real or simulated transactions that involve financial or service exchanges, for example, planning the budget and food items for catering for an Auslan class celebration, or ordering books or digital resources for the school library
- negotiating how to best promote participation in community programs such as volunteering at the local Child Daycare Centre or Aged Care facility
Mediating meaning in and between languages
evaluate and synthesise information, ideas and perspectives in a broad range of signed, visual and multimodal texts and respond appropriately to cultural context, purpose and audience
- accessing information from a variety of signed sources to inform class discussions on current issues concerning the Deaf and their local community
- reviewing signed texts about a social or cultural issue of relevance to their peer group, and creating questions to prompt evaluative responses from their peers
- researching signed information about significant movements associated with Deaf rights across different times and contexts, such as the Milan Congress and Deaf President Now, and using information to present a signed comparison, review or evaluation
- reading or viewing First Nations Australians’ stories in English or Auslan, and creating a profile of them in Auslan
- viewing signed documentaries, interviews or speeches and commenting on how presentation of information can shape opinion and provide different perspectives
- searching the internet for examples of work by Deaf dancers, musicians or performers of physical theatre and discussing effectiveness of performance in relation to entertainment, emotion or skill, for example, performances by Bernard Bragg, Evelyn Glennie or Elvin Lam
- responding to forms of Deaf art that challenge perceptions and stimulate discussion, and writing a summary of viewpoints
- comparing responses to creative texts that present personal or controversial points of view in powerful ways, for example, Deaf slam poetry performances
- responding to signed poems that use extended metaphor to communicate values and ideas or to express emotional experience, for example, ‘Butterfly hands’ by Walter Kadiki
- analysing information contained in different signed texts produced by or about the Deaf community, or issues that concern young people, identifying examples of bias and distinguishing between fact and opinion
- responding to animations created by or about deaf people and discussing the effectiveness of conveying all parameters of signing
- reading 2 reviews of the same deaf theatre performance and comparing the different interpretations in a digital summary
- researching aspects of available interpreting services in the area, for example, qualifications required for employment, ethical considerations, the impact of interpreting and translating accuracy in specialised contexts, and presenting information in a multimodal format
interpret and translate signed, spoken, visual and written interactions and texts to convey intercultural understanding in familiar and unfamiliar contexts
- experimenting with literal Auslan translations of popular English idioms such as hit the hay, noticing when this creates confusion, and recognising the nature and function of cultural elements of communication and their impact on language use
- comparing different translations of online Auslan and English public announcements or government policy/information texts in terms of approaches to translation, for example, free versus literal translation
- comparing individual translations with a back-translation by a peer, and reviewing useful references such as an online Auslan dictionary
- considering why one language may use more words/signs than another to communicate a particular meaning or concept, for example, Auslan uses spatial concepts or DSs to describe the scenes, which may take longer to explain in a spoken language
- translating songs, poems or short stories from English into Auslan, for example, ‘I am Australian’, recognising challenges in transferring meaning, expression, culture or mood
- evaluating video annotation software options as a tool to assist in the transcription and analysis of signed languages, and provide a summary of the pros and cons of the software
- creating a bilingual glossary by recording various Auslan phrases and expressions used by Auslan signers, and attaching English captions with appropriate translations, for example, PAH! (finally), BA-BA (bizarre)
- creating collaborative translations of Auslan texts or captioning selected signed texts
- exploring the role and function of Deaf interpreters and the differences between Deaf interpreters and Auslan-English interpreters
- glossing a text, including identifying which signs are used, and transcribing CAs and DSs
Creating text in Auslan
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions, to engage different audiences
- creating a film clip, vlog, signed post or a brochure, with tips and strategies to assist in learning Auslan
- creating persuasive texts such as vlogs or advertisements, for example, to convince others of the value and relevance of learning Auslan or to promote a social stance on an issue important to the students
- creating a video report of a significant event in Deaf history, such as the ratification of the Convention on the Rights of Persons with Disabilities
- reflecting in Auslan on the impact of a visit to a significant cultural First Nations Country/Place location, and, with permission, referring to cultural knowledge of the site
- creating and presenting explanations about simple biological or mechanical phenomena or processes, such as how the ear, hearing aids and cochlear implants work, or how a car engine works
- creating a handshape story using a base formation such as point handshape to sign a short story exclusively using only that one handshape
- creating a piece of art such as a sculpture, collage or film clip that reflects their experience of learning about a significant world event
- creating a bilingual Auslan-English virtual tour of the school for use on a school website
- developing a signed and captioned film presentation about the role of interpreters in school or about significant members of the Deaf community such as Colin Allen, Dr Breda Carty or Dr Robert Adam
- creating a signed interpretation of a wordless animation to entertain younger students, for example, short cartoon clips with no volume
- creating and presenting a signed monologue of an exciting or humorous real or imagined event
- creating an imaginative interaction incorporating communicative styles and social behaviours observed in Auslan texts, for example, a digital persona or avatar in a fantasy world, or imagining they are the ‘characters’ in a painting and creating a scenario and dialogue