1st
L (F–10) 9-10
Achievement Standard
By the end of Year 10, students exchange
information, ideas and opinions on a broad range of social, environmental,
educational and community issues.
They summarise and justify points of view and use reflective language to respond
to others’ opinions and perspectives, for example, RIGHT-YEAH, PRO2 DIFFERENT
PERSPECTIVE NEVER THOUGHT.
They initiate, sustain, support and extend discussion, using strategies such as
paraphrasing, inviting opinions and elaborating responses, for example PRO2
CONFUSE PRO1 WIND-BACK.
They select appropriate vocabulary and use supporting evidence when clarifying
and justifying statements.
They use respectful language to negotiate, problem-solve and to manage different
perspectives when engaging in collaborative tasks, for example, PRO1 FEEL PRO2
RIGHT TALK OVER…. BECAUSE….
Students research, analyse and evaluate information from a range of sources and
perspectives, and create sustained signed texts designed to entertain, inform,
persuade or inspire different audiences.
They use non-manual prosodic features to create emphasis or other effects.
Students analyse different types of creative and performative texts, considering
how specific techniques and modalities are used to different effect, for
example, using repetition of handshapes and movement paths of signs to create
rhyme, or the use of visual metaphors to convey meaning.
They compare responses to texts that present particular values or points of
view, for example, Deaf poetry.
They create their own imaginative texts such as narratives or poems, combining
and switching between types of language, for example, telling with lexical signs
or showing with constructed action (CA) or depicting signs (DSs) and frames of
spatial reference to indicate character or observer point of view.
Students translate and interpret a range of signed texts, comparing their
translations and explaining factors that may have influenced their
interpretation.
They identify the relationship that exists between language, culture and
identity and explore how individual and community identity are conveyed through
cultural expression and language use.
They reflect on the experience of communicating in a visual world and on
associated challenges and advantages experienced as deaf people in a hearing
world.
Students identify and describe metaphorical iconicity, for example, love,
avoid/resist, and compare this with the use of metaphors in English.
They distinguish character or observer frame of reference in a text; between
main and subordinate clauses; and demonstrate how the inclusion of CA and DSs
impacts on clause structure.
They analyse different types of text, such as expository texts, identifying
characteristic language elements and features.
They investigate variation in the use of Auslan, explaining influences such as
geographical location, social groupings and history, educational experience, the
age of learners, family background and degree of contact with Signed English or
other languages.
They make comparisons between the ecologies of Auslan and those of signed
languages in other countries, taking into account issues such as language
policies and language rights, advocacy, reform and language vitality.
They identify factors that help to maintain and strengthen Auslan use, such as
intergenerational contact and bilingual school programs.
Students know that Auslan plays an important role in the expression and
maintenance of Deaf culture and in assuring the rights of deaf people.