AC9L1AU10C05

Elaborations

• AC9L1AU10C05_E1creating a filmed and captioned bilingual text that informs the school community about a new recycling initiative at the school or developing a herb and vegetable garden patch in the playground, incorporating features suitable for a deaf and hearing audience
• AC9L1AU10C05_E2providing explanations of abstract or technical concepts, such as poverty or ozone layer depletion, shaping the style of the presentation to suit the intended audience, for example, through significant use of DSs
• AC9L1AU10C05_E3creating a complex imaginative narrative combining and switching between ways of reference, for example, CAs, DSs, lexical signs and frames of spatial reference
• AC9L1AU10C05_E4creating a recount in Auslan, reflecting on the impact of a past school excursion to a significant cultural First Nations Country/Place location, and, with permission, referring to cultural knowledge of the site
• AC9L1AU10C05_E5creating a short film on their hobby or interests, using a ‘deaf lens’ to edit camera angles to focus on signing space and NMFs
• AC9L1AU10C05_E6creating and promoting a set of protocols to be used outside the classroom for a deaf or hearing audience, such as maintaining eye gaze, flashing lights and hand waving, for example, standing on a stage and waving hands to gain audience’s attention
• AC9L1AU10C05_E7creating and presenting a signed monologue of an exciting or humorous event, incorporating pace and signing space to convey meaning
• AC9L1AU10C05_E8creating an imaginative interaction incorporating communicative styles and social behaviours observed in Auslan texts, for example, a digital persona or avatar in a fantasy world or imagining they are the ‘characters’ in a painting and creating a scenario and dialogue