AC9L2AU10C05

Elaborations

• AC9L2AU10C05_E1creating a film clip, vlog, signed post or a brochure, with tips and strategies to assist in learning Auslan
• AC9L2AU10C05_E2creating persuasive texts such as vlogs or advertisements, for example, to convince others of the value and relevance of learning Auslan or to promote a social stance on an issue important to the students
• AC9L2AU10C05_E3creating a video report of a significant event in Deaf history, such as the ratification of the Convention on the Rights of Persons with Disabilities
• AC9L2AU10C05_E4reflecting in Auslan on the impact of a visit to a significant cultural First Nations Country/Place location, and, with permission, referring to cultural knowledge of the site
• AC9L2AU10C05_E5creating and presenting explanations about simple biological or mechanical phenomena or processes, such as how the ear, hearing aids and cochlear implants work, or how a car engine works
• AC9L2AU10C05_E6creating a handshape story using a base formation such as point handshape to sign a short story exclusively using only that one handshape
• AC9L2AU10C05_E7creating a piece of art such as a sculpture, collage or film clip that reflects their experience of learning about a significant world event
• AC9L2AU10C05_E8creating a bilingual Auslan-English virtual tour of the school for use on a school website
• AC9L2AU10C05_E9developing a signed and captioned film presentation about the role of interpreters in school or about significant members of the Deaf community such as Colin Allen, Dr Breda Carty or Dr Robert Adam
• AC9L2AU10C05_E10creating a signed interpretation of a wordless animation to entertain younger students, for example, short cartoon clips with no volume
• AC9L2AU10C05_E11creating and presenting a signed monologue of an exciting or humorous real or imagined event
• AC9L2AU10C05_E12creating 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