Progression Point Examples in LOTE Pathway 2 (Sign language)
Level 5 standard
Communicating in a language other than English (Auslan version)
At Pathway 2 Level 5, students introduce themselves, greet and farewell others using the appropriate register and reproduce modelled use of language. They exchange simple information on topics such as daily routines and aspects of their world. They sign about themselves in response to questions, and ask questions in response. Students manipulate modelled language. They watch signed texts and extract basic factual information on defined topics.
Students demonstrate effective knowledge and use of the parameters and formational properties of sign, for example; handshape, orientation, location and movement.
Students describe and use culturally-specific gestures, non-manual features and body language. They show awareness of the language requirements of a range of specific situations related to a given topic, and adapt sign and gesture appropriately for the role, audience and purpose of the discourse. They acquire and use new information and language, and build on previously learnt language skills and knowledge in new contexts.
Students explore sign meanings, sign associations, cognates and apply this knowledge to their own work.
- Students interpret information by comparing, discussing options and drawing conclusions. They create simple signed sequences to provide factual information and manipulate formulaic language to express personal meaning in live and simulated situations. They use information and communications technology applications for recording and conveying signed meaning.
Intercultural knowledge and language awareness (Auslan version)
At Pathway 2 Level 5, students actively contribute to the establishment of a physical and language environment in the classroom that reflects the language and culture. They select, interpret and present knowledge about the language, its users, and origin of signs.
Students demonstrate understanding of aspects of interpretation by using appropriate language and levels of respect in different circumstances, thus reflecting the relationship between the users of the language.
They interact with a variety of signers to gain understanding of diverse views and beliefs within and between these communities.
Students express their own views and values in relation to simple scenarios or propositions.
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Level 6 standard
Communicating in a language other than English (Auslan version)
At Pathway 2 Level 6, students recall most of the main ideas, objects and details presented in a topic. They reproduce the main features of grammar in the language and identify differences with English and other languages. They identify ways in which intentions and ideas are expressed differently in Auslan and English.
Students identify relevant information and ideas from signed texts. They discriminate and use appropriate prosodic features such as rhythm and stress. Students use a range of strategies to assist in developing receptive skills. They participate in interactions related to a specific topic understanding the importance of context, roles and relationships in communication.
Students demonstrate awareness of the language requirements of a range of situations associated with the topics being studied, and adapt language and gesture appropriately for the role, audience and purpose of the interaction. Students communicate information in sign, demonstrating careful consideration of the needs of the interlocutor, and sensitivity to cultural aspects (similarity and differences in meaning and intent).
Students watch texts to identify and extract main ideas and detailed information for use in new contexts. For a particular text, they identify characteristics of the signing style in relation to the audience/s and purpose/s.
Students create simple original texts for specific audiences and purposes. Meaning is accurately conveyed using appropriate grammatical features, vocabulary and language from a variety of sources.
- Students identify ideas, opinions and themes in sign texts from other domains by outlining, summarising and classifying the information presented. They engage in conversation and/or negotiation in order to make choices, resolve problems, plan events, or make arrangements with others. They use information and communications technology applications for recording and communicating in signed language.
Intercultural knowledge and language awareness (Auslan version)
At Pathway 2 Level 6, students generate their own applications for their language knowledge and skills in a range of realistic situations. They demonstrate understanding of cultural influences on the ways people behave and use language through approximating accurate and context-sensitive language use. They use illustrative examples in the language to explain the differences and similarities between languages.
Through reflection, drafting, questioning linguistic relationships, observations and hypothesising, students demonstrate an understanding that language is a complex system. They test the validity of their understanding by referring to other users of the language, by research and by observation.
Students contribute to discussions about the general concept of culture, and the relation of cultures to each other, including the effects of migration and travel, by presenting illustrative examples in the language. They identify general cultural patterns that flow across specific settings and times. They identify nuances in meaning, and demonstrate awareness of the dynamic nature of language through the language and mannerisms they use in interactions in a range of cultural settings.
Students gather information on culturally specific aspects of the Deaf community; for example, sport, social gatherings, schools for the Deaf, and explain why they are so important.
In the language, students describe some of their present personal values and opinions, and compare them with previously held views.
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