AC9L2AU4C04

Elaborations

• AC9L2AU4C04_E1developing understanding of how deaf people modify space to maximise visual attention and adapt Auslan use and size of signing space when communicating in different physical environments such as in video chats or across a large yard
• AC9L2AU4C04_E2identifying and comparing signs and words in Auslan and English versions of favourite stories, or songs, if appropriate, noticing how signs can represent concepts which might not have a direct match in English, and vice versa
• AC9L2AU4C04_E3playing matching-pair games with Auslan sign-image flashcards and English flashcards, for example, matching cards associated with weather or animals
• AC9L2AU4C04_E4creating captions in English for short recorded signed phrases
• AC9L2AU4C04_E5creating bilingual texts for the classroom or school community, for example, posters, library displays or digital newsletter items, discussing how to represent meaning in each language, for different audiences
• AC9L2AU4C04_E6recognising variation in adaptation of signing between different users of Auslan, for example, some people who are deafblind use hand-over-hand signing and tactile fingerspelling
• AC9L2AU4C04_E7creating bilingual cards for use by younger children that include pictures, labels and signs, such as a transport-themed card game
• AC9L2AU4C04_E8learning to film themselves and analyse the video or to read simple glosses produced by the teacher, and understanding that the English word used is often not an exact match for the meaning of the sign
• AC9L2AU4C04_E9participating in shared reading of purpose-developed Auslan-English texts and answering questions about unfamiliar signs, noticing word/sign matches and mismatches in the text