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• VCASFC186

  Interpret different types of texts that involve the expression of feelings or experiences and the representation of imagined people, places and scenarios, sharing and comparing their responses to different elements

  Elaborations

  • viewing and responding to sign poetry from around the world, for example by comparing differences and similarities in ‘visual vernacular’
  • recognising how a character’s feelings and attitudes are expressed through NMFs and manner
  • evaluating Deaf performances or art forms that use technology such as camera and lighting techniques to expressive effect, for example performances by Ian Sanborn
  • describing and comparing responses to the use of colour and images by deaf artists such as Juan Fernández Navarrete or Nancy Rourke
  • identifying and profiling Deaf artists who make use of music, for example members of the Deaf Performing Arts Network
  • exploring how cultural values and the expression of identity are reflected in different forms of artistic expression, such as poetry performances by Walter Kadiki or John Wilson’s ‘Home’
  • comparing visual elements of signed media texts with those of equivalent texts produced for a hearing audience, for example, the teen drama Switched at Birth with teen dramas from BSL Zone
  • exploring the concept of metaphorical iconicity used in poems and narratives, for example by shadowing selected elements
  • analysing how elements of theatre performance such as emotional nuance are communicated through interpreters in a live setting

  VCASFC186 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC224

  Translate and interpret short texts from Auslan to English and vice versa, noticing which concepts translate easily and which do not

  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
  • identifying and comparing key signs and words in Auslan and English versions of familiar texts such as short stories or fairytales on the Auslan Storybooks website, noticing how signs can convey rich, multilayered meaning which might not have a direct match in English
  • shadowing a story in Auslan as a pre-interpreting skill, noticing which phrases and concepts need more unpacking
  • demonstrating the use of Signbank, for example by using it to look up various meanings of the word ‘run’, comparing variations in signs for the concept in different contexts, and using it to translate Auslan into English and vice versa
  • 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
  • considering the bimodal nature of Auslan–English interpreting and discussing the possibility of consecutive and simultaneous interpreting of information in communicative exchanges

  VCASFC224 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC097

  Express imaginative ideas and visual thinking through the use of mime, gestures, drawing and modelled signs

  Elaborations

  • re-enacting individual short stories or wordless animations using gestures, actions and modelled signs
  • 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 point in PRO2 THINK PRO1 SHY
  • using gestures and modelled signs to create their own short stories or mimes
  • creating an imaginative scenario that features the movements and characteristics of a particular animal through the use of constructed action
  • participating in storytelling games or imaginative activities, such as the joint construction of a humorous story
  • working with classmates to represent objects using combined bodies and hands in amusing or creative ways
  • changing elements of familiar narratives to create their own versions, with a focus on varying manner or constructed action
  • adapting an element of a familiar cartoon or story to achieve a different outcome

  VCASFC097 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC062

  Translate and interpret unfamiliar texts in Auslan or English and compare their translation to those of their classmates, considering why there might be differences in interpretation and how language reflects elements of culture and experience

  Elaborations

  • identifying Auslan phrases and expressions encountered in unfamiliar texts that do not translate literally into English, comparing their interpretation with those of their classmates
  • considering possible consequences of lack of equivalence between Auslan and English words and phrases in terms of intercultural communication, providing examples from their own experience
  • analysing an Auslan version of a frozen text such as the Australian National Anthem, considering why some words or expressions require freer translation than others
  • developing in consultation with deaf Aboriginal and Torres Strait Islander students and elders an Acknowledgement of Country in Auslan that is appropriate to their school location for use in gatherings, events and school assemblies
  • paraphrasing and summarising short Auslan texts containing unfamiliar content, providing simple translations in written English
  • translating simple filmed texts in Auslan into transcribed written English captions
  • shadowing quality signed texts in Auslan as a pre-interpreting skill and as a means to enhance presenting skills and confidence as a subset of interpreting skills
  • comparing translations in Auslan, BSL and International Sign of stories such as ‘Little Red Riding Hood’ to Auslan versions of the same stories, discussing differences in vocabulary and approaches to translation on a free to literal continuum
  • comparing their own translations of short set texts in Auslan or English with those of their classmates, noting variations and discussing possible reasons for these
  • observing and interacting with deaf guests to the classroom who use different signed languages, such as ASL or a traditional signed language used by deaf Aboriginal and Torres Strait Islander people, identifying any differences between languages and acting as interpreter with support
  • evaluating different interpretations of selected texts, using translation resources such as Mac software, digital dictionaries and online materials, considering questions such as Does this represent the exact meaning? What other ways could this be interpreted or translated?
  • explaining the role of accredited Auslan–English interpreters and that of Deaf interpreters in the Deaf community, demonstrating through role-play correct protocols for working with interpreters
  • exploring metaphors used in Deaf art and discussing whether these translate well to the hearing world
  • role-playing basic sight translation techniques with simple, school-specific or everyday texts, using an autocue or text and signing the translation to camera
  • developing a written English glossary of terminology in relation to sign language translation and interpreting

  VCASFC062 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC217

  Interact with peers and teachers to exchange information about self, family, friends and interests and to express feelings and preferences

  Elaborations

  • exchanging greetings, wishes, thanks and apologies, adjusting language to suit the situation, for example:
    HOW-ARE-YOU? SEE LATER, GOOD-LUCK, THANKS, SORRY INTERRUPT
  • describing and comparing people and objects using SASS depicting signs, for example:
    POSS1 MATH TEACHER TALL DS:long-wavy-hair
    My maths teacher has long wavy hair.
    SCHOOL UNIFORM HAVE DS:long-thin-tie
    The school uniform has a long thin tie.
  • comparing routines, interests and leisure activities, using, for example, adverbial phrases of time, frequency and place, such as:
    REGULAR SUMMER PRO1-_plural GROUP-MOVE-TO BEACH STAY++ THREE WEEK.
    We go to the beach for three weeks in summer.
    WEEKEND PRO1 GO-TO-AND-BACK++ CAMP
    I go camping on weekends.
    
  • stating likes, dislikes and preferences using associated NMFs, for example:
    PRO1 LIKE WATERMELON. DON’T-LIKE ORANGE
    I like watermelon; I don’t like oranges.
    ART MUSIC? RATHER ART
    I prefer art to music.
  • introducing themselves and their family members and explaining relationships using personal and possessive pronouns, for example:
    HAVE ONE SISTER ONE BROTHER
    I have a brother and a sister.
    THAT BABY HER SISTER
    That baby is her sister.
  • asking and responding to questions about a familiar topic, such as a shared school experience, for example:
    PRO2 LIKE AUSLAN?
    Do you like Auslan?
    PRO2, SUBJECT WHAT STUDY WHAT?
    And you, what subjects do you study?
    SCHOOL LIKE YOU?
    Do you like school?

  VCASFC217 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC098

  Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning

  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
  • participating in shared reading of age-appropriate high-interest, low-readability books containing images and plain English text, asking and answering questions about unfamiliar words and phrases, working collaboratively to produce an Auslan version of the text
  • comparing key signs used in Auslan versions of familiar and simple texts, such as stories from the Auslan Storybooks site, to words used in written English texts, and noticing how signs can convey rich, multilayered meaning, which might not have a direct match in English captioning
  • playing matching-pair games with Auslan sign flashcards and English word cards, matching cards in each language associated with concepts such as weather or animals
  • identifying examples of words and signs that seem to have direct matches/equivalents in Auslan and English and examples of those that do not, such as GO-TO in Auslan requiring more than one English word
  • finding and using phrases that have direct sign-for-word translations between Auslan and English, such as Goodnight, Happy birthday and Happy New Year and others that do not, such as None of your business!
  • identifying challenges associated with Auslan–English translation, such as multiple meanings for words like run, the fact that meaning is not always literal and that sign translations of a word will vary according to the meaning in context
  • paraphrasing and summarising short Auslan texts containing familiar content, providing simple translations in written English, and following the reverse process working from texts in written English into Auslan

  VCASFC098 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC219

  Communicate appropriately and clearly with the teaching team and peers using appropriate Auslan protocols for classroom interaction

  Elaborations

  • following classroom protocols specific to an Auslan context, such as:
    • responding to flashing lights and waving for class attention
    • tapping, pointing and waving for peer attention
    • maintaining eye gaze
    • back-channelling such as nodding
    • limiting the use of voice
    • maintaining a clear line of sight
  • following and using classroom language such as instructions for class routines, for example:
    PLAY GAME. PLEASE STAND UP
    We’re going to play a game; please stand up.
    LOOK-AT-_me PRO1
    Eyes to the front.
    PLEASE WITH-2++
    Please find a partner.
  • using language to facilitate clear communication, such as asking for help or permission, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    G:HANDS-UP PLEASE PRO1 NEED TOILET
    Can I go to the toilet please?
  • showing agreement/disagreement, for example, 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 …
  • indicating understanding, for example by nodding, or signing SURPRISE, or KNOW++
  • apologising and thanking, for example:
    THANK-YOU HELP-_me
    Thank you for helping me.
    SORRY PRO1 FORGOT
    I’m sorry; it was an accident.
  • asking for repetition or clarification, for example:
    PLEASE SLOW SIGN
    Could you sign that slowly please?
    PRO2 SAY BEFORE WHAT?
    What did you just say, sorry?
  • negotiating turn-taking, for example:
    PRO1 FIRST YOUR-TURN
    It’s my turn first, then your turn.
    

  VCASFC219 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC056

  Engage in collaborative activities that involve planning, project design, problem-solving and evaluation of events or activities

  Elaborations

  • working with a partner to create a visual resource that promotes Auslan as an important subject choice
  • working in groups to create a series of promotional resources for the school website
  • organising and participating in visits by respected members of the Deaf community to their school to share knowledge and to promote Auslan skills in the wider community
  • planning presentations to showcase aspects of Deaf culture likely to be unfamiliar to the hearing community
  • reporting on and evaluating completed events or activities that they had planned together, for example:
    FIRST PRO1 DOUBT I-F WILL GO-WELL, HAVE-A-LOOK GO-ALONG GOOD
    At the start, I wasn’t sure it would work, but after a while I thought it went well.
    PRO1 WRONG NEVER AGAIN DO SAME
    I won’t do that ever again.
    
  • following sequenced directions that involve the use of practical information, for example:
    SEE DS:wavy-surface, KNOW WHERE SCRATCH? S-A-N-D POLISH MORE DS:thick-to-thin 2MM SMOOTH
    See where the surface is uneven? You sand that back 2 mm and it gets smooth.
    
  • working in pairs to create instructional or procedural texts that demonstrate and explain activities
  • planning and presenting a cultural item for a school open day, such as celebration through drama or visual story of an important member of the Deaf community
  • discussing in pairs possible design options for an item such as language flag, artefact or logo that incorporates elements of significance to the Deaf community, presenting reasons for specific design suggestions, then voting as a class on a preferred design

  VCASFC056 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC222

  Engage with different types of creative texts, identifying and discussing ideas, characters, events and personal responses

  Elaborations

  • participating in Auslan games and activities using simple clauses in creative ways, for example, ‘Sign Circle’, or passing on a sign shape, for example a rectangle is signed as a door then by the next person as a jewellery box and the next person as a computer keyboard, and so on
  • viewing creative Auslan stories, poems and theatre performances and identifying ideas, characters and events, for example, by accessing Auslan Storybooks, and work by the Australian Theatre of the Deaf
  • viewing and responding to creative visual texts such as handshape art and art produced by and about Deaf people, Deaf culture or signed languages, for example, paintings by Nancy Rourke and animations by Braam Jordaan
  • comparing different versions of imaginative signed texts and indicating which they prefer, for example, different Auslan versions of ‘The Timber Joke’, or fairytales
  • viewing and comparing personal responses to representations of deaf people in different creative texts, performative or entertainment texts, for example, reality television shows with deaf contestants or participants
  • responding to signed poems and ‘visual vernacular’ descriptions of a character’s appearance by shadowing, mimicking and drawing, for example, work by Frédéric Vaghi
  • responding to performances of Deaf poetry that evoke emotions such as sadness, fear or excitement, for example by indicating enjoyment or different personal feelings

  VCASFC222 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC190

  Consider their own and each other’s cultural experiences and ways of expressing identity and reflect on the role of Auslan in building and expressing identity for Deaf people

  Elaborations

  • exploring how their own biography shapes their sense of identity and ways of communicating, for example by considering elements such as family origins, traditions, beliefs, practices, interests and experiences
  • noticing and comparing how they use signs or expressions when communicating in English or Auslan and considering which feel closest to their sense of identity
  • comparing and reflecting on how identity is expressed across cultures and languages, for example by considering the idea of ‘belonging’ as expressed in different languages and cultures
  • discussing how their upbringing and personal experience impact on assumptions or attitudes that they bring to interactions with people who have different backgrounds or experiences, considering concepts such as communication, personality, family and community
  • discussing the impact of language and culture on the shaping of identity and the sense of wellbeing
  • considering connections and shared identity between local, regional and national communities of deaf people, for example by inviting a deaf guest to share their experiences of travel or international contact

  VCASFC190 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCASFC094

  Locate specific points of information from signed texts about familiar topics and use the information in new ways

  Elaborations

  • responding to signed information such as class messages or short introductions, for example, by identifying names, numbers or times
  • identifying and applying specific information in signed texts using visual pictures and props to complete guided tasks such as craft activities
  • gathering information from peers about topics such as family members or favourite foods
  • identifying information in simple texts that relate to properties such as colour, size, shape or amount, for example when interacting with materials and concrete objects
  • following directions for simple activities involving visual cues such as a treasure hunt, for example:
    DS:turn-left DEAD-END DS:turn-right
    Go left, then at the end turn right.
    
  • identifying and categorising signs appearing in simple texts according to handshape
  • watching short Auslan texts about topics such as hobbies or sports, recording key points of information using tables or graphic organisers

  VCASFC094 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC182

  Engage in different processes of collaborative learning, including planning, problem-solving, task completion and evaluation

  Elaborations

  • working in pairs or small groups to design and create visual resources that promote Auslan as an important area of study
  • brainstorming, planning and working together to advertise and present an intercultural event for their year-level peers
  • working collaboratively to create instructional or procedural texts for younger learners
  • preparing for the visit of a member of the Deaf community, discussing how to ensure effective communication between the visitor and deaf and hearing members of the class
  • providing feedback on completed events or activities, exchanging reflections such as:
    FIRST PRO1 DOUBT I-F WILL GO-WELL, HAVE-A-LOOK GO-ALONG GOOD
    At the start, I wasn’t sure it would work, but after a while I thought it went well.
    PRO1 WRONG NEVER AGAIN DO SAME
    I won’t do that ever again.
    
  • problem-solving around collaborative activities such as website design, science experiments or model-building, using wh- questions such as:
    WHY FAIL WHY?
    Why isn’t it working?
    WHO THINK CAN FIX?
    Who thinks they can fix it?
    FINISH, NEXT WHAT?
    What do we do next after we finish this?
    
  • giving directions for outdoor activities such as an obstacle course or bushwalk, including expressions such as:
    HAVE DS:round-oval FIRST RUN DS:draw-line THEN STOP. NEXT CLIMB DS:climb-over DS:land-on-feet THEN CRAWL DS:crawl-under-flat-thing
    There’s a big oval. First you will run along one side of it. Then stop at the wall. Next you will climb over the wall then crawl under the net.
    

  VCASFC182 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC226

  Demonstrate understanding of the nature of identity in relation to themselves, the Deaf community and the wider hearing community

  Elaborations

  • using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they each identify with, for example, friends, family, sporting, interest and community groups, discussing how these group associations contribute to their sense of identity
  • discussing how their upbringing and personal experience impact on assumptions or attitudes that they bring to interactions with people who have different backgrounds or experiences, considering concepts such as communication, personality, family and community
  • noticing and comparing their own and each other’s ways of communicating and interacting, identifying elements that reflect cultural differences or influences of other languages
  • viewing a series of Auslan identity stories, such as those found in the Griffith University Introduction to Deaf Studies Unit 1 set, comparing their experiences to those described by deaf children and adults in the footage
  • investigating the identity of deafblind people and their connection to the Deaf community by inviting deafblind guests into the classroom to share their personal journeys
  • exploring ideas about identity through journal writing, documenting challenges and rewards related to second language learning and identity change
  • analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’), for example, by eliminating visual obstacles to signed communication, using circles or semicircles for meeting and learning spaces, using open-plan areas, lighting and window placement to maximise visual access to information, for example, Gallaudet University’s deaf space design principles
  • surveying deaf people about their experiences and perspectives on the importance and 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
  • identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA

  VCASFC226 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCASFC099

  Create different types of bilingual texts to support their classroom learning

  Elaborations

  • using images of Auslan signs and equivalent words in English to name and label familiar objects, classroom items or school resources, using posters and digital glossaries with captions
  • developing a handshape dictionary using palm cards or digital means, including equivalent English terms
  • using photos of family members to create a family tree or chart, captioning and labelling in English each family member with corresponding images of Auslan signs
  • creating bilingual texts for younger children, such as a mini Auslan–English dictionary of school-specific signs
  • making their own bilingual dictionaries with English labels, Auslan sign images and simple descriptions of signs, identifying and categorising signs according to handshape

  VCASFC099 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC065

  Participate in and reflect on intercultural interactions and experiences, for example by considering and comparing their responses and strategies when engaging with hearing people

  Elaborations

  • comparing their 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 perceptions, understandings or attitudes
  • reflecting on how differences between signed and spoken language users may be perceived, for example in relation to different protocols when joining interactions, taking turns, using names, or passing between people who are communicating with each other
  • reflecting on the concepts of insider and outsider views of the Deaf community and on their own position as first language learners of Auslan
  • reflecting on their own and others’ social attitudes and responses to differences in behaviours or communicative styles, for example on how they feel when hearing people do not make eye contact during an interaction
  • reflecting on how their own ways of communicating may be interpreted by hearing people, and on how they need to modify or consider other communication strategies and behaviour, such as the use of eye contact, facial expression or body language
  • comparing strategies used by deaf and hearing adults to negotiate the physical environment, for example, different behaviours that reflect different perceptual perspectives in contexts such as travelling in a lift

  VCASFC065 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCASFC184

  Collate and analyse information accessed through a variety of signed texts to present an overview or develop a position on issues or interests

  Elaborations

  • viewing signed texts such as media reports on activities such as deaf sports, and providing an overview of different perspectives
  • researching signed texts such as magazine features, interviews or web posts to select information needed to prepare a signed presentation on a particular event or person
  • interviewing a member of the Deaf community about a historical or cultural event and using information provided to create and present a signed review
  • evaluating information obtained from signed media reports, posters, websites and brochures that involve different representations of deafness
  • surveying friends and family members about views on learning Auslan, analysing findings in terms of variations in understanding and attitudes
  • obtaining information about high-profile members of the international Deaf community to create profiles for an e-magazine

  VCASFC184 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC058

  Investigate and synthesise information collected from a range of perspectives and sources, identifying how culture and context affect how information is presented

  Elaborations

  • summarising ideas and information included in presentations by deaf visitors
  • collecting and summarising information on a selected topic sourced from different contexts, considering how context affects presentation of data
  • viewing Auslan texts that present different views on an issue of relevance to their age group, such as cochlear implants or social inclusion, considering how context and culture shape perspectives
  • researching information relating to deaf political movements at different times and in different contexts, drawing comparisons with current deaf organisations, such as the Deaf President Now movement and recruitment of Deaf CEOs
  • surveying peers or members of their family/community on topics related to deafness and the use of Auslan, discussing how commentaries they collect reflect different viewpoints and cultural perspectives
  • collecting information from texts such as interviews, documentaries or presentations to use in new forms, for example, to create a profile of notable Deaf Australians, such as Alastair McEwin, Nola Colefax, Colin Allen or Drisana Levitzke-Gray
  • paraphrasing and evaluating segments of recorded interviews with deaf artists on social media talking about their experience and artistic practice, for example, Deaf Arts Network

  VCASFC058 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC100

  Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks

  Elaborations

  • identifying themselves as members of different groups and describing their relationships with deaf, hard of hearing and hearing students, family members, the larger Deaf community and wider ‘hearing’ world
  • identifying and describing physical markers of identity among deaf people, such as the use of sign language and/or hearing devices such as hearing aids, cochlear implants and FM systems
  • creating a poster depicting their own family and labelling immediate and extended family members as deaf/hearing
  • identifying and discussing family names, given name/s and name signs for themselves and for others
  • exchanging views on how their individual biographies, including family origins, traditions, beliefs, communicative practices, interests and experiences, shape their sense of identity and impact on their ways of communicating
  • building an understanding of the concept of Deafhood and how each individual’s journey of identity development contributes to social relationships and to the formation of community, for example, by creating an individual identity map or a hand map
  • discussing visual ways of being, including interacting, transmitting and receiving information and behaving according to Deaf cultural values, and how these influence group learning and information sharing among Deaf people
  • investigating Deaf cultures around the world and how they shape visual ways of being, for example by considering how Deaf people from different countries and ethnic groups express shared group identity through practices such as gathering formally as a national or international community via opportunities such as Deaf film festivals; performing arts events, for example, Deaf Way; theatrical events; art exhibitions; or sporting events such as ADG, Deaflympics
  • responding to deaf people from different groups and backgrounds who visit and present about their education, families, social networks and sense of community/identity, for example by discussing similarities and differences between visitors’ reported experiences and their own lives
  • identifying the importance of place and space in the Deaf community, exploring why some places and spaces make deaf people feel comfortable or promote a sense of belonging, for example by identifying factors that make a classroom ‘Deaf friendly’, such as U-shape seating, minimisation of window glare/reflection, good lighting and acoustics, flashing lights, suitable interpreter location
  • identifying examples of deaf people’s visual orientation towards the world (‘people of the eye’), such as waving in space or using flashing lights to gain attention, visual applause
  • identifying their own stories, history, roles, responsibilities and links to the Deaf community and considering how these relate to their sense of identity
  • recognising that signed language is a birthright which establishes their identity with respect to the Deaf community and its traditions
  • viewing and creating accounts of their own and each other’s experience and roles in the Deaf community and identifying examples of the different ways of being deaf that they describe
  • discussing behaviour associated with cultural practices and traditions, for example, by discussing the concept of reciprocity as a manifestation of how community members share responsibility for each other’s wellbeing

  VCASFC100 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCASFC221

  Present and explain factual information about a range of topics of interest

  Elaborations

  • describing in the correct sequence home and school routines such as weekend activities or their school timetable
  • reporting to the class about a shared school event, such as Deaf Sports Day or a school camp
  • creating signed texts to explain a hobby or interest, using visual supports such as photos or props
  • presenting descriptions of items of school equipment such as those used in woodwork, science or sports, and giving simple signed explanations of how they work
  • instructing the class in a procedural text such as a simple recipe or instruction guide, using list buoys
  • sharing selected points of information from their home or local community, such as family traditions or cultural events, conveying key points of information from visual infographics or diagrams
  • working in groups to create an informative video or display about their school
  • assembling an information pack about their school to support newly arrived deaf students, including a signed glossary of key people and places and simple directions to navigate the school
  • explaining a favourite game that can be played in Auslan or English, highlighting key Auslan terms and supporting information with pictures, gestures and demonstrations

  VCASFC221 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC061

  Create imaginative and expressive texts that draw from their experience as Auslan users and members of the Deaf community and which support the experience of younger learners

  Elaborations

  • composing and performing soliloquies that capture elements of the Deaf experience in a hearing world
  • creating resources to support younger learners of Auslan, such as signed versions of games such as ‘Guess Who?’, riddles, treasure hunts or amusing tales
  • creating imaginative texts that present abstract ideas, such as hope, inclusion, friendship, in creative or amusing ways
  • creating an Auslan version of a popular song, using elements of all parameters to convey key messages and nuance emotional expression
  • creating a piece of art, such as a drawing, painting or photo collage, that reflects their experience of living in and moving between the Deaf and hearing worlds
  • engaging with the work of Deaf theatre groups such as the Australian Theatre of the Deaf, using elements of performances as models for their own experimentation with signed theatre
  • creating a performance for a school or Deaf festival based on the lives of celebrated or historical members of the Deaf community
  • presenting a short story based on their own experience of being a deaf student in a hearing school community, incorporating key elements of narrative structure, such as character introduction, problem/conflict, resolution
  • re-creating a theatre set from a two-dimensional image using signed space

  VCASFC061 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating