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• VCASFC023

  Conveying information about aspects of school, culture and community, using knowledge of the intended audience to modify content

  Elaborations

  • assembling an information pack about their school to support newly arrived deaf students using Auslan and visuals, including a signed glossary of the most relevant signs
  • conveying information about cultural events, for example a digital report about a Deaf visitor for a school newsletter or a class website
  • presenting factual information related to cultural activities and significant events such as Deaf festivals or sporting events, using visual supports such as a timeline
  • explaining a favourite computer game, sport or playground game to a younger audience, highlighting key terms and supporting the information with pictures, gestures and demonstrated actions
  • planning, rehearsing and delivering short presentations on chosen topics that take into account the particular purpose and intended audience
  • relaying messages between different members of groups/teams during different stages of a group activity such as a cross-country or relay event, noting any changes in meaning or content at the end of the process
  • signing a weekly informative text such as announcements, news updates or weather forecasts for the school website

  VCASFC023 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCASFC173

  Reflect on how language and cultural background influence perceptions of other languages and communities, and on their experience of learning and communicating in Auslan

  Elaborations

  • examining misconceptions held by some hearing people about deaf people, Auslan and Deaf culture, such as the idea that all deaf people can hear with hearing aids, or that deaf people may not drive
  • considering possible explanations for assumptions deaf people might make about hearing people or about spoken languages
  • observing and documenting their development as learners of Auslan, for example, by recording learning experiences and reflections in blogs, learning logs or journals, considering whether their sense of identity changes when communicating in this language
  • reflecting on similarities and differences between spoken language and signed language users, for example, behaviours when joining interactions, taking turns, using name signs, or passing between people who are communicating with each other
  • identifying and comparing how various emotions and different attitudes, such as respect, shyness, exuberance or embarrassment, are expressed in and responded to by different languages and cultures
  • exploring ideas about identity in journal writing, for example by documenting challenges and rewards relating to second language learning and any changes in relation to their sense of identity

  VCASFC173 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCASFC043

  Create live or filmed performances that engage specific audiences and present imagined experiences, people or places

  Elaborations

  • working collaboratively to create a filmed episode of a pilot for a new Deaf sitcom, incorporating elements such as conflict, suspense or humour
  • creating and performing imaginary scenarios that reflect experiences in their own lives
  • creating a performance for a class or school talent show, such as a signed song, skit or humorous retelling of an anecdote
  • signing different versions of a familiar short story, changing perspectives according to different characters
  • creating original stories or short plays for younger learners of Auslan, incorporating scene-setting, action/conflict and resolution, and including opportunities for audience participation
  • creating a video record of an imagined formal or informal interview, incorporating elements of humour or tension and building character and mood through the use of NMFs and pauses
  • creating additional dimensions or changing the focus of a fictional experience by varying the use of manner, constructed action, space and aspect
  • participating in a class storytelling competition, conforming to conventions of character perspective and relationship with audience
  • creating amusing reinterpretations or spoofs of traditional fairytales, using exaggerated elements of sign and gesture
  • improvising spontaneous responses to a stimulus such as 'Sixty Seconds to Make the Audience Laugh, Cry …'

  VCASFC043 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCASFC136

  Describe aspects of themselves, such as membership of family and their school/class and languages they use, considering how these different elements contribute to their sense of identity

  Elaborations

  • describing themselves and their family using supports such as pictures, photos and family trees
  • identifying themselves as belonging to a family, class or peer group, representing these relationships through captioned pictures or photos or by creating simple digital presentations
  • identifying friends, favourite places, objects or languages they know or are learning that contribute to their identity

  VCASFC136 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Identity

• VCASFC134

  Translate words used in everyday contexts from Auslan into English and vice versa

  Elaborations

  • recognising that every language uses words or signs to make meaning
  • identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet
  • comparing and contrasting the iconicity of some simple signs in terms of their similarity to the object/referent, for example, drink, food, kangaroo, considering how this may help with translation between languages
  • explaining to family and friends the meaning and use of simple signs and expressions, for example, DOG, CAT, BIRD

  VCASFC134 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCASFC131

  Present information about self, family, school and significant objects, using modelled signs and formulaic phrases

  Elaborations

  • describing an object, animal or person using familiar lexical adjectives such as RED, TALL and SMALL
  • contributing to a digital presentation such as a class video by signing a basic description of their family members
  • labelling objects in the classroom with pictures of signs
  • recounting a class excursion, sequencing events through the use of familiar signs, gestures and photos
  • reporting aspects of their daily routines using modelled signs and visual prompts
  • sequencing points of signed information needed to complete an action-based activity such as a treasure hunt

  VCASFC131 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCASFC130

  Identify specific points of information in simple Auslan texts relating to people, places and things and use the information to complete guided tasks

  Elaborations

  • responding to signed information such as class messages or short introductions, for example by identifying names, school locations, numbers or times
  • identifying and applying specific information in Auslan texts to complete guided tasks such as colouring-in and craft activities
  • gathering information from each other about topics such as family members, favourite foods, toys and games to report back to the class using familiar structures and modelled language, for example:
    SISTER-BROTHER HOW-MANY?
    How many brothers and sisters do you have?
    
  • identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape, for example when interacting with materials and objects
  • identifying and categorising a select range of signs according to handshape
  • following an Auslan text to gain information needed to complete an action-based activity, such as an obstacle course

  VCASFC130 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCASFC119

  Reflect on the experience of learning and using Auslan in and out of school, and ways in which their understanding of intercultural communication has developed

  Elaborations

  • describing how it feels to use Auslan to communicate outside their inner circle or school, or to watch Auslan being used by others, responding to prompts such as What are the main differences you notice when observing a conversation between deaf people and one between hearing people?
  • reflecting on similarities and differences in language and communication access, such as the extent of incidental learning acquired by hearing children through interaction with their external environment, for example by overhearing conversations or news on the radio
  • reflecting on similarities and differences between signed language and spoken language users when joining interactions, taking turns, using names, or passing between people who are communicating with each other
  • identifying and comparing how various emotions and different attitudes such as respect, shyness, exuberance or embarrassment are expressed across different languages and cultures
  • reflecting on the experience of interacting with hearing people in various domains online or face to face, such as after-school sports clubs, analysing these experiences in terms of their own perceptions, understandings or attitudes
  • reflecting on social attitudes and on their own reactions to observed responses to differences in behaviours or communicative styles, such as their feelings when hearing people fail to make eye contact with them during interactions in the wider community
  • reflecting on how their own ways of communicating may be interpreted when interacting with hearing people, and on how they may need to modify elements of their behaviour, such as the use of eye contact, facial expression or body language, and to consider other communication strategies such as the use of notes or gestures

  VCASFC119 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCASFC208

  Recognise the complex and multifaceted nature of identity and how exploration of cultural identity in relation to a different language can provide insights and different perspectives to a first culture and language

  Elaborations

  • using photographs or digital images to create stories using elements of identity such as gender, ethnicity, social justice, disability or difference
  • reflecting on a range of filmed texts to identify examples of inclusive or exclusionary language that might impact on a person’s sense of identity, for example, the representation of deaf teenagers in the TV program Switched at Birth or the documentaries Welcome 2 My Deaf World or Deaf Teens: Hearing World, comparing these representations to their own experiences as teenagers
  • viewing and evaluating documentaries such as Audism Unveiled or commentaries by well-known members of the Deaf community on their sense of identity development in relation to growing up deaf, considering the impact of additional factors in individual stories, such as gender or race
  • creating vlogs or filmed texts to explore aspects of Deaf/hearing identity and to encourage consideration of common views among hearing communities on Auslan and the Deaf community and to reflect on what it means to be deaf, hard of hearing or hearing
  • viewing signed news and other media texts, such as episodes of See Hear or SignPost, to identify examples of discrimination, oppression or rejection experienced by deaf people, and considering how these may shape identity or affect societal perceptions of the Deaf community
  • surveying deaf people about their perspectives on the significance of Deaf places that contribute to a shared sense of identity, for example, the Deaf Club, Deaf schools or sites of historic significance such as original Deaf Society/Mission buildings or other former meeting places
  • making comparisons between different international Deaf communities in relation to perceptions/representations of Deaf identity and changing values of place and space, for example, the loss of Deaf clubs or closure of deaf schools, considering the implications of such changes on the development of Deaf identity
  • analysing notions of ‘Deaf gain’, Deafhood and audism, and sharing their response to these concepts as second language learners of Auslan

  VCASFC208 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Identity

• VCASFC218

  Collaborate with peers to plan and conduct shared events or activities such as presentations, demonstrations or transactions

  Elaborations

  • participating in games and activities such as enacting scenarios involving being lost and asking for or giving directions
  • following and giving instructions in groups on topics such as how to use video chat, Signbank or Auslan dictionaries
  • working collaboratively on learning activities that involve organising, negotiating and prioritising tasks, for example, in devising an activity or game for the class
  • working collaboratively on tasks that involve assigning and reviewing roles and responsibilities, offering feedback, support and encouragement, for example:
    PRO2 TYPE PRO1 WRITE
    You type and I’ll write.
    GOOD TYPING-_hard WORK-_hard
    Great typing up; looks like lots of work.
    G:FLOP-HAND DOESN’T MATTER NOT WORRY
    Oh, it doesn’t matter, don’t worry about it.
  • giving, accepting or declining invitations, including making excuses to avoid causing offence or embarrassment, such as:
    SORRY PRO1 STUCK, BASKETBALL TRAINING
    Sorry, I can’t go because I have basketball training.
  • participating in hypothetical scenarios that involve transactions, for example, preparing for or participating in a Deaf World workshop

  VCASFC218 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC037

  Interact with people for different purposes, using descriptive and expressive language to give opinions, talk about themselves and show interest in others

  Elaborations

  • comparing personal experiences and opinions and expressing agreement or disagreement in a respectful manner, for example:
    AGREE YES or PRO1 AGREE
    Yes, I agree.
    PRO1 KNOW WHAT MEAN, BUT…
    I know what you mean, but …
    DOUBT
    I’m not sure
    AGREE-NOT
    I don’t agree …
    
  • using NMFs and eye gaze to gain, hold or finish a turn when communicating in pairs or groups
  • discussing school experiences or events, for example:
    THEATRE GOOD, LONG-_really
    I liked the theatre performance but it was soo long.
    SCHOOL SWIMMING RACE, GOOD BAD, PRO2 THINK WHAT?
    What did you think about the swimming carnival?
    
  • using interactional strategies such as paraphrasing, questioning and interpreting non-verbal cues when communicating with their peers or teacher
  • participating in online exchanges such as vlogs with deaf Auslan users in other contexts to discuss topics of shared interest, such as peer pressure or family expectations
  • exchanging views with their peers to identify values that they hold as important, for example, caring for the environment or providing support resources for the deaf community such as subtitles on TV/movies

  VCASFC037 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCASFC188

  Translate and interpret less familiar short texts and compare their translations to those of their classmates, considering why there might be differences in interpretation and how language reflects elements of culture and experience

  Elaborations

  • interpreting Auslan phrases and expressions that do not translate literally, identifying similar English expressions and considering possible consequences of lack of equivalence in terms of intercultural communication
  • translating simple filmed texts in Auslan into written English captions
  • sight translating short English texts such as news articles or short speeches into Auslan for review by their peers
  • translating an Auslan version of a well-known text, such as a song or story, considering why some words or expressions require freer translation than others to achieve equivalence
  • comparing their own translations of short texts from Auslan to English and vice versa with those of their classmates, noting any variations and discussing possible reasons for these
  • interpreting very simple interactions between deaf students or guests and non-signers, such as a hearing teacher, librarian or canteen manager
  • discussing the fact that some words and expressions cannot be translated and are used in their original form in other languages, and considering the impact of such word or sign borrowing on the style and effect of communication
  • considering the bimodal nature of Auslan–English interpreting, and discussing the possibility for both consecutive and simultaneous interpreting of information in communicative exchanges

  VCASFC188 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC165

  Communicate appropriately while involved in shared learning activities by asking and responding to questions, managing interactions, indicating understanding and monitoring learning

  Elaborations

  • responding to signed class and school announcements such as assembly procedures
  • showing agreement or disagreement or asking for clarification, for example:
    PRO1 AGREE
    I agree.
    PRO1 AGREE-NOT
    I don’t agree …
    THAT RIGHT THAT?
    Is that right?
    …RIGHT PRO1?
    … am I right?
    
  • using discourse markers in conversation to indicate understanding, attention or consideration, for example:
    SURPRISE
    oooh (with appropriate intonation)
    INCREDIBLE
    No way!
    WOW
    Wow!
    UM
    um
    
  • respecting protocols for interrupting conversations, for example by walking between signers, waiting for eye contact and pauses in signing and using language such as EXCUSE or SORRY INTERRUPT
  • monitoring their own and each other’s learning, for example by making comments such as:
    SURPRISE KNOW-NOT PRO1
    I didn’t know that …
    THANKYOU PRO2 EXPLAIN CLEAR
    Thank you – that was really clear.
    
  • following appropriate protocols when interacting with interpreters, for example not standing between the interpreter and the deaf person
  • using non-auditory ways of signalling enjoyment, support or encouragement in large group or audience activities, for example, by foot stomping at a deaf basketball game

  VCASFC165 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCASFC152

  Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story, noticing which ones are difficult to interpret

  Elaborations

  • participating in shared reading of texts such as the Auslan–English versions of ‘The Wrong Book’ and answering questions about unfamiliar signs and word/sign matches and mismatches in the text
  • identifying and comparing key signs and words in Auslan and English versions of favourite stories, for example, ‘The Three Little Pigs’ and ‘The Old Woman Who Swallowed a Fly’, noticing how signs can represent concepts which might not have a direct match in English
  • translating popular children’s songs into Auslan, for example, ‘Happy Birthday’
  • playing matching-pair games with Auslan sign-image flashcards and English flashcards, for example, matching cards associated with weather or animals in both languages
  • collecting and noting a list of gestures commonly used by hearing people when speaking English that have similar meaning when used in Auslan, for example, head nodding, shoulder shrugging, pointing to watch

  VCASFC152 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCASFC223

  Express imaginative ideas and visual thinking through the use of familiar modelled signs, mime, gestures, drawing and visual supports, with a focus on emotions, appearance and actions

  Elaborations

  • participating in games and imaginative activities that involve representation of the appearance, characteristics and relationships between different people, animals or objects
  • working collaboratively to create and present signed skits or poems to entertain younger learners
  • re-enacting short stories or wordless animations that include two characters and their interactions through the use of constructed action
  • reinterpreting creative texts for specific effect, for example by changing emotions or movements through the use of NMFs and manner
  • using ‘visual vernacular’ to create and enact a short scenario about an imaginary character and a particular object, using SASS, entity and handling depicting signs and constructed action
  • creating amusing sequences of signs using a fixed handshape, such as the index finger ‘point’:
    PRO2 THINK PRO1 SHY?
    Do you think I’m shy?
    

  VCASFC223 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC028

  Consider how individual and community relationships combine to create family and social networks, influence social behaviours and contribute to a sense of belonging and identity

  Elaborations

  • creating individual family trees and identifying deaf and hearing family members
  • interacting with Deaf elders to discuss visual ways of being, interacting and behaving associated with identity
  • designing visual representations such as concept maps, posters or captioned slide presentations to show individual and group connections within the Deaf community such as friendship, family or sporting groups, or state and national Deaf community associations, discussing how these contribute to a sense of identity
  • exploring the concept of ‘family’ as it relates to the Deaf community, considering how it extends beyond the traditional concept to include broader social networks
  • explaining how deaf families play a key role in language maintenance and shared sense of identity across generations
  • exploring how name signs are created and form part of an individual identity, for example by providing contemporary examples such as signs for their peers, teachers and Deaf elders
  • using a vlog journal entry to discuss how having peers who share the same language develops social bonds, personal confidence and a sense of shared identity
  • responding to presentations by Deaf visitors to the classroom who share their experiences of education, family life, social networks, community and sense of identity, for example by discussing similarities and differences to their own lives
  • sharing views on why certain places have special significance to the Deaf community, evoking a sense of belonging and pride and representing particular bonds between people, place and experience, for example, Deaf schools or sites of historic significance such as original Deaf Society/Mission buildings or other former meeting places
  • identifying how deaf people share modifications to space to maximise visual attention, such as adjusting seating or removing visual obstacles

  VCASFC028 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Identity

• VCASFC220

  Identify gist and some points of factual information from a range of signed texts about familiar topics and use the information in new ways

  Elaborations

  • gathering information from their peers in relation to their interests and preferences or home and school routines and summarising findings in formats such as tables or graphs
  • observing informative signed texts such as weather reports or simple public announcements about events and celebrations, identifying key points of information to exchange with a partner in a barrier/information-gap game
  • collecting information from signed texts about people, time or activities and using the information in new ways, for example, by creating a timeline, diary or timetable to show a sequence of activities
  • viewing and following procedural signed texts such as cooking demonstrations or craft activities
  • watching/viewing a signed text and identifying specific points of information such as locations, for example, by labelling key locations on a school map
  • viewing and responding appropriately to simple class and school announcements and directions
  • watching short Auslan texts about topics such as hobbies or sports, and recording key points of information using tables or graphic organisers
  • paraphrasing content of selected community texts, such as public service or promotional announcements on the Deaf Emergency Info website

  VCASFC220 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC039

  Contribute to discussions and shared learning activities by asking and responding to questions to clarify or indicate comprehension, managing interactions and monitoring and evaluating their learning

  Elaborations

  • helping to manage discussion, for example by asking specific questions to check meaning, making constructive comments to keep conversation moving, reviewing ideas expressed and conveying tentative conclusions
  • using strategies that support effective participation in shared learning activities, including signing clearly, pausing for others to respond, asking pertinent questions, rephrasing, repeating and linking their own contributions to those of others
  • exploring and clarifying others’ ideas and summarising their own, and reporting back to a larger group
  • engaging in conversations and discussions with guest speakers, using active watching behaviours and contributing their own ideas, questions and opinions
  • reflecting on their learning experiences, checking on their own and each other’s progress and providing each other with feedback, advice or reminders
  • sharing information and providing context for a new participant joining a conversation
  • contributing to discussions by clarifying and critiquing ideas and developing and supporting arguments, using statements such as:
    I FEEL YOU RIGHT TALK OVER …. BECAUSE…
    I think it’s good you are talking about …., because…
    
  • making connections between ideas, actions and effects, using reflective language such as:
    FAIL WHY? BECAUSE THAT DS:length WRONG, FAIL
    Because this happened … then …
    IF LIE++, HAPPEN TRUE, PEOPLE STILL DOUBT.
    If you always lie, when you tell the truth, people will still doubt you.
    

  VCASFC039 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCASFC181

  Interact appropriately with people in different contexts, sharing experiences, interests and opinions about current events or school and community experience

  Elaborations

  • using signs to agree or disagree on relevant topics, such as:
    AGREE YES HOMEWORK SHOULD
    Yes, I agree we should do homework.
    PRO1 KNOW WHAT MEAN, BUT….
    I know what you mean, but …
    PRO1 DOUBT
    I’m not sure.
    AGREE-NOT, PRO1 THINK…
    I don’t agree; I think …
    
  • participating in videoconferencing exchanges with deaf children or other Auslan students from another state to compare and contrast aspects of their school and learning experiences
  • contributing to online videoconferencing with other Auslan users to compare and contrast aspects of their school and learning experiences
  • using appropriate NMFs when turn-taking, for example:
    HOLD
    Hold that thought.
    QUICK INTERRUPT
    Can I just interrupt you quickly?
    WAIT….COME
    Can you just wait a moment … Right, what did you want?
    
  • clarifying meaning, for example by using fingerspelling to explain unfamiliar vocabulary, as in, PRO2 MEAN [fingerspell word]?
  • using appropriate protocols to join or leave conversations, for example, waiting for eye gaze or for the signer to finish and not asking for a full recount
  • engaging with deaf visitors from different groups and backgrounds and creating a vlog about the visits

  VCASFC181 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC133

  Express imaginative ideas and visual thinking through the use of familiar signs, mime and gestures, with a focus on emotions, appearance and actions

  Elaborations

  • using iconic signs to create variations to actions involved in familiar nursery rhymes, such as ‘Incy Wincy Spider’
  • exploring emotions through the use of NMFs, for example by re-enacting a familiar scenario and modifying emotions each time, for example by switching from fear to excitement to anger
  • depicting the movement of people, animals or means of transport by using handshapes in creative ways
  • creating amusing sequences of signs using a fixed handshape, such as the index finger ‘point’,
    PRO2 THINK PRO1 SHY?
    Do you think I’m shy?
    
  • using gestures and modelled signs to create short skits that convey emotions and behaviours associated with characters from familiar stories or rhymes
  • enacting the movements and characteristics of a particular animal through the use of constructed action

  VCASFC133 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating