whether a sign is body anchored or not, or is They identify and describe how constructed action single, double or two-handed. (CA) can be shown in different ways, for example, They know the functions of different pointing signs, through a change in eye gaze, body, or head such as pronouns, determiners or locatives; and orientation, and by matching facial expressions and can identify examples of signers using a location to reference to another character. refer to a previous referent. They identify how signers use space to track a referent They use metalanguage to talk about Auslan, through a text, for example by pointing back to an using terms such as constructed action, depicting established location to refer to a noun or by modifying signs, indicating verbs, non-manual features, indicating verbs. pointing signs and clauses. They understand different ways that English words are They recognise variation in how Auslan is used, for borrowed into Auslan and identify connections example by recognising regional dialects and between Auslan and other signed languages, for differences in signing space. example, BSL, ISL and ASL. They identify different ways that Deaf community They recognise the diversity of Auslan users in the members communicate with each other and with community, including people who are deaf, hard of members of the wider hearing community, for hearing and hearing people such as CODAs or example, face to face, via technology, social media interpreters. and interpreters. Students recognise how Auslan has been transmitted They know that culture is closely related to across generations and describe different ways it has language and to identity and that it involves visible been documented and recorded. and invisible elements. Students reflect on the ways culture is differently interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions.
whether a sign is body anchored or not, or is single, double or two-handed. They know the functions of different pointing signs, such as pronouns, determiners or locatives; and can identify examples of signers using a location to refer to a previous referent. They use metalanguage to talk about Auslan, using terms such as constructed action, depicting signs, indicating verbs, non-manual features, pointing signs and clauses. They recognise variation in how Auslan is used, for example by recognising regional dialects and differences in signing space. They identify different ways that Deaf community members communicate with each other and with members of the wider hearing community, for example, face to face, via technology, social media and interpreters. They know that culture is closely related to language and to identity and that it involves visible and invisible elements. They identify and describe how constructed action (CA) can be shown in different ways, for example, through a change in eye gaze, body, or head orientation, and by matching facial expressions and reference to another character. They identify how signers use space to track a referent through a text, for example by pointing back to an established location to refer to a noun or by modifying indicating verbs. They understand different ways that English words are borrowed into Auslan and identify connections between Auslan and other signed languages, for example, BSL, ISL and ASL. They recognise the diversity of Auslan users in the community, including people who are deaf, hard of hearing and hearing people such as CODAs or interpreters. Students recognise how Auslan has been transmitted across generations and describe different ways it has been documented and recorded. Students reflect on the ways culture is differently interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions.
VC_IP_AUSLAN_FL_F-10.docx