They identify similarities and differences between identifying, for example, whether a sign is body how people interact and share stories in Auslan anchored or not, or is single, double or two-handed. and in spoken languages. They know the functions of different pointing signs, Students know that Auslan is a language in its own such as pronouns, determiners or locatives; and can different from mime and gestures used in identify examples of signers using a location to refer to spoken languages. a previous referent. They know that eye contact is necessary for They use metalanguage to talk about Auslan, using effective communication and that meaning is terms such as constructed action, depicting signs, communicated visually through the use of signs, indicating verbs, non-manual features, pointing signs fingerspelling, NMFs and non-conventional and clauses. gestures. They recognise variation in how Auslan is used, for They recognise and describe the main elements of example by recognising regional dialects and Auslan handshape, movement and location; differences in signing space. and identify and categorise signs according to They identify different ways that Deaf community these. members communicate with each other and with They recognise that some link to visual members of the wider hearing community, for example, images, for example DRINK, ELEPHANT. face to face, via technology, social media and Students know that some such as proper interpreters. nouns, are borrowed from English by fingerspelling They know that culture is closely related to language and mouthing, and that locations or orientations of and to identity and that it involves visible and invisible signs can be modified meaningfully, for example to elements. show who is involved in an event. They recognise that signers can tell with lexical or show with DSs and CA, and that clauses include a verb and sometimes nouns. They recognise the importance of facial expression, eye gaze and NMFs in a language and culture.
They identify similarities and differences between how people interact and share stories in Auslan and in spoken languages. Students know that Auslan is a language in its own different from mime and gestures used in spoken languages. They know that eye contact is necessary for effective communication and that meaning is communicated visually through the use of signs, fingerspelling, NMFs and non-conventional gestures. They recognise and describe the main elements of Auslan handshape, movement and location; and identify and categorise signs according to these. They recognise that some link to visual images, for example DRINK, ELEPHANT. Students know that some such as proper nouns, are borrowed from English by fingerspelling and mouthing, and that locations or orientations of signs can be modified meaningfully, for example to show who is involved in an event. They recognise that signers can tell with lexical or show with DSs and CA, and that clauses include a verb and sometimes nouns. They recognise the importance of facial expression, eye gaze and NMFs in a language and culture. identifying, for example, 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.
VC_IP_AUSLAN_FL_F-10.docx