AC9L1AU2U01

Elaborations

• AC9L1AU2U01_E1<p>noticing the location of a sign on the body or in space and considering its connection to the sign’s meaning, for example, signing</p> <p class="ausltrans">THINK or KNOW</p> <p>on the location of the head related to our brain doing the thinking or containing knowledge</p>
• AC9L1AU2U01_E2<p>recognising the use of specific handshapes when signing, for example,</p> <p class="ausltrans">COCKATOO</p> handshape:five</p><p> and </p><p class="ausltrans">SOCCER</p> <p>handshape:fist</p>
• AC9L1AU2U01_E3<p>practising the parameters of HOLM and NMFs to produce meaningful signs such as handshape:hook, or tapping the nose twice (</p><p class="ausltrans">SISTER</p><p>), the chin twice (</p><p class="ausltrans">DINNER</p><p>), or cheek twice (</p><p class="ausltrans">FUNNY)</p>
• AC9L1AU2U01_E4<p>developing double-handed signs such as</p> <p class="ausltrans">SET UP</p><p> and </p><p class="ausltrans">CONFIDENT</p><p>, where both hands are engaged</p>
• AC9L1AU2U01_E5practising signing at a consistent speed and pace
• AC9L1AU2U01_E6<p>recognising movements of the hands in modelled signs, for example, </p><p class="ausltrans">GIRL</p><p> or </p><p class="ausltrans">BOY</p>
• AC9L1AU2U01_E7using fingerspelling to identify common classroom items using clear letter formation
• AC9L1AU2U01_E8<p>recognising that some signs are iconic, linking to the appearance of a referent, for example,</p> <p class="ausltrans">HOUSE, TREE, ELEPHANT</p><p>, and that some are not iconic, such as</p> <p class="ausltrans">SISTER, WHY, SIMPLE</p>
• AC9L1AU2U01_E9<p>following a simple handshape chart, such as categorising handshapes with the signs, showing handshape incorporating HOLM, for example, the flat handshape for</p> <p class="ausltrans">COMMUNITY, MUM, HEAD</p><p> and </p><p class="ausltrans">HAT</p>
• AC9L1AU2U01_E10practising signing with correct mouth gesture, for example, not ‘mumbling’ by using a small mouth movement and not ‘yelling’ by using an overly large mouth movement