AC9L2AU8EC03

Elaborations

• AC9L2AU8EC03_E1interviewing peers about their experiences of and opinions about secondary school compared with primary school, and working collaboratively to represent findings in a multimodal presentation
• AC9L2AU8EC03_E2gathering information from signed texts or their peers about interests, hobbies, sports, holiday plans, food preferences, home or school routines, and summarising findings in formats such as tables, pie charts, dot points or graphs
• AC9L2AU8EC03_E3collecting and sequencing information from signed texts about people, schedules or events, and using the information in new ways, for example, creating a timeline, timetable or diary entry
• AC9L2AU8EC03_E4reading or viewing First Nations Australian authors’ stories in Auslan or English and responding to them in Auslan
• AC9L2AU8EC03_E5viewing and following procedural signed texts such as ‘how to’ craft activities, or following signed directions, for example, to label a school map with key locations or to create a route at the zoo to see specific animals
• AC9L2AU8EC03_E6observing informative signed texts such as weather reports or simple announcements about events and celebrations, identifying key points of information to inform others
• AC9L2AU8EC03_E7investigating how Auslan and Deaf culture are promoted in the wider community by Deaf Australia, individuals or through events such as the National Week of Deaf People (NWDP), Auslan Day, Australian Deaf Games, or Deaf art exhibitions
• AC9L2AU8EC03_E8watching a range of skits such as 'Rob Roy’s sports story' and then collaboratively representing the story or characters using constructed actions (Cas), DSs and NMFs
• AC9L2AU8EC03_E9viewing and responding to visual texts such as handshape art, and art produced by and about Deaf people, Deaf culture or signed languages, such as Gonketa
• AC9L2AU8EC03_E10viewing Auslan stories, poems and performances and responding to ideas, characters and events, for example, accessing the online work of Australian Deaf artists and storytellers, or inviting Deaf artists to visit the class, in person or virtually
• AC9L2AU8EC03_E11accessing different versions of imaginative signed texts, for example, viewing versions of ‘The timber joke’ and ‘Deaf jokes’, and indicating which they prefer and why
• AC9L2AU8EC03_E12responding to signed poems and VV descriptions of a character’s appearance or events, for example, shadowing a sample of the VV work of well-known Deaf poets and artists
• AC9L2AU8EC03_E13viewing and comparing representations of deaf people in different media forms, for example, reality television shows with deaf contestants or movies with deaf characters