By the end of Level 4, students communicate with each other, the teaching team and others about aspects of their personal worlds, daily routines, preferences and pastimes at school and in the Deaf community. They show aspectual marking on verbs to indicate frequency when communicating about daily...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4
Students recognise and apply elements of Auslan grammar, such as marking manner or aspect on verbs. They use increasingly sophisticated means of showing constructed action, and of using space to track a character or location through a text for purposes of cohesion. They develop metalanguage for...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence
By the end of Level 4, students participate in classroom routines and structured interactions with teachers and peers. They communicate about daily routines, interests and pastimes; recount personal experiences and classroom events; and describe people, experiences or activities using simple depicting...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4
Students are increasingly aware of differences between Auslan and English. They are developing a wide range of vocabulary and can use simple clause structures to generate their own ideas in structured tasks. They use depicting signs to talk about simple movements and shapes, and with support can...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence
VCASFC151 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating
VCASFC147 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
VCASFC146 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
[ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]
VCASFC024 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating
VCASFC150 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating
VCASFC020 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
VCASFC027 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating
VCASFC022 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing
VCASFC019 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
VCASFC149 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing
VCASFC029 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting
VCASFC026 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating
VCASFC145 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
VCASFC021 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
VCASFC023 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing
VCASFC152 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating