- working collaboratively to plan a performance or presentation for a younger class, for example on aspects of Deaf culture or Auslan
- expressing preferences in relation to roles and responsibilities in shared learning activities, using statements such as:
PRO1 HANDWRITING PRO1 DON’T-LIKE RATHER TYPING
I don’t like handwriting; I prefer to type it.
PRO1 DON’T-WANT DRAW, PRO1 WANT TAKE-PHOTO++
I don’t want to do the drawing; I’d rather take photos.
- negotiating with a partner to prioritise or sequence tasks when planning a learning activity, using language such as:
PRO2 THINK BEST THIS FIRST, FINISH, NEXT
Do you think we should do this first and when that’s done, next
THAT FIRST IMPORTANT THAT SECOND
That’s more important than this.
- organising activities such as excursions or talent shows, using expressions related to place, time and numbers, for example:
THAT THEATRE WHEN WHAT DAY?
What date is the show?
HOW-MANY PEOPLE WILL DS:many-move?
How many people will be there?
- playing games that involve detailed information exchange, such as ‘Guess Who?’, asking for and supplying descriptions, for example:
POINT HAVE GLASSES?
Does yours have glasses?
DON’T-HAVE
No.
- allocating responsibilities for the completion of shared tasks, such as following a recipe or building a model
- carrying out simulated transactions in different contexts, for example, playing a ‘restaurant’ game, or a food shopping game
