AC9L1AU2C03

Elaborations

• AC9L1AU2C03_E1completing information gap activities by gathering information from peers about topics such as family members, favourite foods, toys or games
• AC9L1AU2C03_E2identifying and categorising objects that relate to properties such as colour, number, size or shape and responding by describing objects using DSs
• AC9L1AU2C03_E3watching short Auslan texts about topics such as hobbies, animals or sports, and recording key points of information using tables or graphic organisers
• AC9L1AU2C03_E4recognising 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
• AC9L1AU2C03_E5reporting 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
• AC9L1AU2C03_E6<p>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</p> <p class="ausltrans">SCHOOL, BOOK, MUM</p>
• AC9L1AU2C03_E7following 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
• AC9L1AU2C03_E8viewing 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
• AC9L1AU2C03_E9responding to performances of VV and Deaf poetry that evoke emotions such as sadness, fear or excitement, and indicating enjoyment or personal feelings
• AC9L1AU2C03_E10<p>responding to forms of Deaf art such as handshape creations, for example, reproducing key elements in own artwork, using signs such as</p><p class="ausltrans"> LOVE, LOOK GOOD, NOT BAD or UGLY</p>
• AC9L1AU2C03_E11viewing 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
• AC9L1AU2C03_E12responding imaginatively to stimuli, using gestures, handshapes, facial expressions and signs, for example, acting out different ways a character in a story may have responded