AC9L2AU2U01

Elaborations

• AC9L2AU2U01_E1noticing the location of a sign on the body or in space
• AC9L2AU2U01_E2understanding that syllables in English are like handshapes, movements and locations in Auslan, in the sense that they are combined together to make signs
• AC9L2AU2U01_E3<p>working with information to create a class video, identifying and categorising a select range of signs according to handshape, for example, </p><p class="ausltrans">COCKATOO</p><p> handshape:five and </p><p class="ausltrans">SOCCER</p><p> handshape:fist</p>
• AC9L2AU2U01_E4noticing the variation in ‘handedness’ between signers in relation to signs and fingerspelling, and developing use of ‘writing hand’ as dominant hand when signing
• AC9L2AU2U01_E5noticing that meaning can be expressed through fingerspelling, for example, fingerspelling individual words, using clear letter formation
• AC9L2AU2U01_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>
• AC9L2AU2U01_E7<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>
• AC9L2AU2U01_E8practising signing which is clear, for example, not ‘mumbling’ by using a small space and not ‘yelling’ by using an overly large space
• AC9L2AU2U01_E9practising signing at a constant speed