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• VCASFC115

  Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects

  Elaborations

  • participating in games and activities that focus on depicting the appearance and characteristics of people, animals or objects and their relationships
  • working collaboratively to create and present signed skits to entertain a targeted audience
  • re-enacting individual short stories or wordless animations that include two or more characters and their interactions through the use of constructed action
  • reinterpreting creative texts for effect, for example by changing emotions or movements through the use of NMFs and manner
  • using ‘visual vernacular’ to enact short scenarios involving imaginary characters, contexts and objects, by employing a range of depicting signs and constructed action
  • choreographing and performing a creative text (dance, signed song, poem), incorporating Auslan and focusing on matching timing, beat and rhythm
  • performing stories for a live audience with a focus on the visual communication of emotion and humour
  • creating the next scene, a new character or an alternative ending for a signed fable, short story or cartoon
  • creating original handshape poetry to present at a school assembly or community festival
  • 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

  VCASFC115 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCASFC109

  Describe activities and experiences and share and respond to ideas and feelings about people they know, their daily lives, social worlds and school community

  Elaborations

  • recounting classroom events using indicating, plain and depicting verbs, for example:
    MONDAY PRO1-_plural DS:many-people-go-to SPORT DAY. PRO1 ENJOY
    We all went to a sports day on Monday. I enjoyed it.
  • describing the appearance of people, objects and places using SASS depicting signs and spatial location
  • recounting personal experiences using specific time-related signs and conjunctions, such as:
    LAST HOLIDAYS PRO1 CAMP
    Last holidays I went camping.
  • describing activities they have completed using some verb modifications to show manner, for example:
    PRO1 WRITE-_carelessly
    I wrote it very quickly.
  • interacting with members of the Deaf community to share details of their personal world
  • describing relationships between themselves and members of their school community, for example:
    PRO3 POSS1 BEST FRIEND
    She’s my best friend.
    M-R-S S-M-I-T-H POSS1 SCIENCE TEACHER
    Mrs Smith is my science teacher.
  • recounting events involving more than one person using constructed action
  • describing events that they have experienced and how they made them feel, for example:
    MONDAY DEAF PERSON VISIT SCHOOL PRO1 EXCITED MEET
    On Monday a Deaf visitor came to school. I was excited to meet them.
    MOVIE SCARY BUT PRO1 LIKE
    The movie was scary but I liked it.
  • comparing attributes or characteristics of classmates or classroom objects, for example:
    S-A-M RUN FAST C-H-R-I-S WORSE FAST SPEED
    Sam runs fast but Chris runs the fastest.
    THAT BEST COMPUTER
    That’s the best computer.
    
  • comparing weekend or holiday routines, interests and activities, using signs associated with time, sequence and location, for example:
    REGULAR SUMMER PRO1-_plural GROUP-MOVE-TO COUNTRY STAY++ TWO WEEK
    We go to the beach for three weeks in summer.
    WEEKEND PRO1 GO-TO-AND-BACK++ CAMP
    I go camping on weekends.
    

  VCASFC109 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFU123

  Explore the relationship between particular text types, audience, purpose and context and analyse language features used by signers to create cohesion and achieve the purpose of the text

  Elaborations

  • identifying differences in different types of texts, for example by looking at a monologic recount compared to a dialogic one, and noticing differences such as the use of back-channels or hesitations
  • conducting an analysis of a selected sign text, taking into account audience, purpose and topic to explain language choices made by the signer
  • noticing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
  • noticing how signers achieve textual cohesion and coherence through the use of connectives that create links between clauses, for example BUT and G:WELL
  • identifying where signers have established referents in locations in a text and noticing how this helps the audience to recognise who or what the referents are (actor and undergoer)
  • noticing how signers construct cohesive and coherent texts through the use of text connectives such as lexical signs NEXT or G:WELL or NMFs and pausing

  VCASFU123 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU087

  Understand the interrelationship between text types, linguistic features, cohesive devices, audience, context and purpose

  Elaborations

  • analysing expository texts, identifying characteristic language elements and features
  • analysing a videoed class debate to identify how language is used to justify opinions and persuade others
  • analysing an Auslan text in depth, for example by identifying characteristic features of the particular text type and discussing how language choices are made to take account of a text’s intended audience and purpose
  • noticing how grammatical choices shade meaning, reflect perspective and establish relationship between text participants, for example choosing to be more or less English-like in a particular context or relationship
  • noticing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
  • applying knowledge of ellipsis to achieve cohesion

  VCASFU087 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU213

  Explore the relationship between particular text types, audience, purpose and context and analyse language features used by signers to create cohesion and achieve the purpose of the text

  Elaborations

  • analysing specific types of text by identifying characteristic language features
  • analysing a videoed class debate to see how language is used to justify opinions and persuade others
  • conducting an in-depth analysis of a selected sign text, taking into account audience, purpose and topic to explain language choices made by the signer
  • noticing how grammatical choices can shade meaning, determine perspective and establish relationship, for example the effect of choosing to be more or less English-like
  • expanding understanding of textual conventions, for example by explaining why signers choose alternatives to actor-verb-undergoer in a real text to topicalise an important point
  • noticing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
  • analysing the ways in which Auslan uses NMFs to link clauses and achieve textual cohesion

  VCASFU213 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU249

  Explore the relationship between particular text types, audience, purpose and context and analyse language features used by signers to create cohesion and achieve the purpose of the text

  Elaborations

  • analysing a videoed class debate to see how language is used to justify opinions and to persuade others
  • conducting an in-depth analysis of a selected sign text, taking into account audience, purpose and topic to explain language choices made by the signer
  • expanding understanding of textual conventions, for example by explaining why signers choose alternatives to actor-verb-undergoer in a real text to topicalise the important point
  • noticing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
  • noticing how signers construct cohesive and coherent texts through the use of text connectives such as lexical signs THEN or G:WELL or NMFs and pausing
  • identifying all the ways a signer refers to the same referent throughout a text to create cohesion

  VCASFU249 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU086

  Understand the difference between main and subordinate clauses and how the inclusion of constructed action and depicting signs has an impact on clause structure

  Elaborations

  • understanding that verbs can be either auxiliary (CAN JUMP or TRY REACH) or main verbs (WORK)
  • noticing how to use modal verbs and NMFs to express possibility, obligation and ability (MIGHT, SHOULD)
  • understanding the difference between definite and indefinite reference and how Auslan makes this distinction
  • recognising the function of some signs as interjections or discourse markers
  • recognising that conditionals have a main and dependent clause and associated NMFs
  • identifying coordinated clauses showing causation and describing how it is shown, for example
    PRO3 STUDY-_hard BECAUSE WANT EXAM MARKS GOOD
    
  • recognising how emphasis in sentences can be changed by reordering clauses or parts of clauses
  • recognising that the presence of CA or DSs affects how a clause is structured

  VCASFU086 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFC235

  Socialise and exchange views on selected issues using different communication strategies, language structures and techniques

  Elaborations

  • explaining or justifying a position in relation to personal and social issues, such as the inclusion of deaf jury members, using simple clauses and more complex constructions, such as statements, if…then… or when constructions, for example:
    IF DS:place-person DEAF TEACHER MEANS DEAF HEARING STUDENTS EQUAL-_all
    If there were a deaf teacher in the class as well, then all the students would be equal.
  • debating issues such as whether schools should have a school uniform, using a range of conjunctions and complex clauses, for example:
    SPORT, PRO1 THINK GOOD BECAUSE ENCOURAGE PEOPLE GO-OUT MEET-VARIOUS PEOPLE
    I think sport is great because it encourages people to go out and meet others.
    PRO1 THINK SCHOOL UNIFORM GOOD BECAUSE ALL STUDENT SAME-_all DOESN’T MATTER RICH POOR SAME-_all
    I think school uniforms are good because they keep students equal, and it doesn’t matter if they are rich or poor.
  • participating in conversations with their peers using strategies to sustain interactions, such as turn-taking and asking for repetition, clarification or confirmation, for example:
    WHAT? PLEASE AGAIN
    Could you repeat that, please?
    STILL GO-AHEAD
    Go ahead …
    RIGHT PRO2 SAY PRO1 FIX THAT?
    So, you want me to fix that?
  • communicating with other Auslan users via digital media to exchange views or to express personal opinion on topics such as co-educational or single-sex schools
  • adjusting their language to socialise with different audiences, such as primary school Auslan users, using appropriate code-switching techniques

  VCASFC235 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFU212

  Understand and describe complex grammatical structures combining depicting signs, constructed action and various clauses for a range of language functions, such as interaction, narration or description

  Elaborations

  • recognising signs that function as interjections or discourse markers
  • understanding the difference between definite and indefinite reference and how Auslan shows this distinction
  • noticing how to use modal verbs and NMFs to express possibility, obligation and ability (MIGHT, SHOULD)
  • recognising that conditional forms have a main and dependent clause and associated NMFs
  • identifying coordinated clauses showing causation and describing how it is shown, for example:
    PRO3 STUDY-_hard BECAUSE WANT EXAM MARKS GOOD
  • recognising how emphasis in sentences can be changed by reordering clauses or parts of clauses
  • recognising that the presence of CA or DSs affects how a clause is structured

  VCASFU212 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFC079

  Create imaginative texts designed to engage and/or reflect the interests of specific audiences and to stimulate discussion of cultural issues and experiences

  Elaborations

  • creating a dynamic multimodal performance suitable for different modes of entertainment, such as a vlog, television or live performance
  • adapting the mode and style of delivery of a narrative or poem to suit either a younger or older audience
  • creating a class anthology of Auslan poems that reflect the diversity of cultural experience represented in their school community
  • experimenting with different modes of expression and visual imagery to explore the poetics of visual language
  • creating poems or raps that represent emotional accounts of personal stories, successes or struggles to enter into a class slam poetry competition
  • plan, rehearse and perform short dramatisations that explore social/cultural issues relevant to their peer group or community, selecting language features, images and forms of expression to suit the intended audience
  • using metaphors to extend or redirect a favourite text that invites reflection on cultural or intercultural experiences
  • creating an animation with a deaf character or theme related to the Deaf community
  • creating a piece of art such as a sculpture, collage or film clip that reflects their experience of moving between Deaf and hearing worlds
  • creating a signed poem that reflects elements of their own emotional response to a particular personal experience

  VCASFC079 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCASFU122

  Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or question forms, and develop awareness of how signers use constructed action and depicting signs

  Elaborations

  • noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example WRITE-_carelessly)
  • distinguishing between the citation form of a sign and the adverbial NMF overlaid and what meaning each part carries, for example: MAN-SPRINT (base form), MAN SPRINT_-fast (manner added)
  • understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)
  • noticing that clauses can be made more vivid by integrating CA or DSs to show with body or hands or by showing adverbial or adjectival meanings
  • recognising how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
  • recognising that the element of a clause that a signer wants to focus on most in Auslan is sometimes moved to be signed first and that this process of topicalisation involves particular NMFs
  • recognising that signers may include both linguistic and gestural elements in a clause, that is, signers can tell, show or do both in a composite utterance
  • realising that in many clauses signers ‘tell’ with lexical signs at the same time as ‘show’ with DS, CA and other gestural elements

  VCASFU122 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU248

  Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or conditional forms, and develop awareness of how signers use constructed action and depicting signs in composite utterances

  Elaborations

  • observing that some noun groups are not signed overtly, particularly if maintaining the same referent rather than introducing a new one
  • distinguishing between the citation form of a sign and the adverbial NMF overlaid and what meaning each part carries, for example: MAN SPRINT (base form), MAN SPRINT-_fast (manner added)
  • recognising that signers can give information about how a verb happens over time by changing the movement, for example, signing WATCH versus WATCH-_{for-a-long-time}, or with lexical signs such as WATCH AGAIN++
  • recognising that some adverbs modify adjectives, not verbs, for example VERY, and that these modifications to adjectives can also be expressed with NMFs, for example changes in mouth patterns and movement of signs can intensify adjectives, for example, RED-_really, PLEASED-_really, TALL-_really
  • recognising that typically signers use DSs to show spatial relationships, not separate signs such as ON or UNDER
  • recognising how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
  • recognising that clauses can also be joined through particular NMFs
  • noticing that clauses can be linked equally or unequally, where one clause depends on another
  • recognising that the element of a clause that a signer wants to focus on most in Auslan is sometimes moved to be signed first and that this process of topicalisation involves particular NMFs
  • noticing that clauses are elaborated and made more vivid by adding adjectives and adverbs and by enacting or using DSs
  • realising that in many clauses signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with DS, periods of CA and other gestural elements
  • noticing when signers are using composite utterances, for example those that include elements of CA, DSs, points and lexical signs, and how that affects the structure of a clause

  VCASFU248 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFC209

  Reflect on the experience of learning and using Auslan, considering how intercultural communication involves shared responsibility for making meaning

  Elaborations

  • reflecting on how learning Auslan provides a distinctive and additional means of understanding the world in which they live
  • reflecting on the relationship that exists between language, culture and issues of access, identity and audism, and considering issues of discrimination, inclusion and exclusion
  • keeping a journal of their experiences (humorous, satisfying or challenging) associated with learning and using Auslan in different contexts, noting changes in their responses and reflections over time, and comparing insights gained into their own languages and cultures
  • considering the layers of complexity and depth that characterise the Deaf community experience, for example in relation to implicit hierarchical structures such as deaf members of deaf families
  • sharing and comparing cultural and intercultural experiences and capabilities in different languages including Auslan, and exchanging views on benefits associated with using more than one language, such as a larger repertoire of communication skills and strategies, additional insights and perspectives and opportunities for new experiences
  • reflecting on the experience of communicating in a visual world and on challenges they have experienced in relying on visual cues
  • considering how intercultural communication is a two-way process which involves shared responsibility for meaning-making and ensuring understanding

  VCASFC209 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCASFU246

  Explore various types of non-manual features and the types of iconicity in signs, and gain confidence in using software to transcribe signs

  Elaborations

  • identifying, demonstrating and describing the various types of NMFs: movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body
  • identifying and describing the function of various NMFs in a signed text
  • understanding that the elements of a sign can be arbitrary, for example, the handshape or movement of the sign WHY, or meaningful, such as the movement and the handshape in the sign GIVE
  • recognising that some signs can occur with a standard mouth gesture and that these are sometimes called multi-channel signs
  • understanding that signs can be iconic in a number of ways, such as representing a whole object or part of an object
  • beginning to identify and describe metaphorical iconicity, for example, LOVE, AVOID/RESIST, and discussing how it relates to metaphors in English, for example the ‘time as space’ metaphor in both languages
  • transcribing part of a text using either annotation software such as ELAN or glossing, and recording what signs were used, spatial locations and NMFs

  VCASFU246 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU120

  Explore various types of non-manual features, types of iconicity in signs and the use of software to transcribe signs

  Elaborations

  • understanding that NMFs are important in sign language for marking forms such as questions
  • identifying, demonstrating and describing the various types of NMFs: movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body
  • identifying the NMFs in statements, yes/no questions, wh- questions, and negatives
  • noticing that in signed languages meaning can be expressed through signs or through fingerspelling
  • understanding that signs can be iconic in a number of ways, such as representing a whole object or part of an object
  • identifying signs with different levels of iconicity, for example, those that are fully transparent, translucent or arbitrary
  • exploring, with support, software such as ELAN to annotate signed texts

  VCASFU120 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU210

  Understand the perceptual and articulatory reasons for the structure of signs, consider limitations of glossing and explore how video annotation software can improve transcription

  Elaborations

  • noticing limitations on perception of signed languages, such as the more limited space for signed communication compared to space for mime
  • exploring perceptual and articulatory reasons why some handshapes are more common than others
  • understanding that the elements of a sign can be arbitrary (for example, the handshape or movement of the sign WHY) or meaningful, such as the movement and the handshape in the sign GIVE
  • beginning to identify and describe metaphorical iconicity, for example, LOVE, AVOID/RESIST, and discussing how it relates to metaphors in English, for example the ‘time as space’ metaphor in both languages
  • applying knowledge of iconicity in signed languages, for example how the path movement of a verb can be a metaphor for the timing of an action, for example PRO1 WAIT-_{for-a-long-time} PRO2, observing that English can do the same with changes to the length of phonemes, for example, I screeeeeeaaaaaamed!
  • evaluating video annotation software such as ELAN as a tool to assist in the transcription and analysis of signed languages
  • glossing a text, including identifying which signs are used, and transcribing DSs and periods of CA

  VCASFU210 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFC204

  Respond to different types of imaginative and creative texts that invite consideration of values, themes and ideas and involve different modes of expression

  Elaborations

  • responding to forms of Deaf art that challenge perceptions and stimulate discussion, such as the work of Christine Sun Kim or members of the Australian Theatre of the Deaf
  • searching the internet for examples of work by Deaf dancers, musicians or performers of physical theatre that they find particularly effective or moving, for example, performances by Bernard Bragg, Evelyn Glennie or members of the Deaf Arts Network
  • comparing responses to creative texts that present personal or controversial points of view in powerful ways, for example, Deaf slam poetry
  • exploring the use of technology in Deaf art, film or performance, for example to help build mood or emotional expression
  • responding to signed poems that use extended metaphor to communicate values and ideas or to express emotional experience, for example, ‘Butterfly Hands’ by Walter Kadiki
  • reflecting on reactions of hearing audiences to deaf performances, for example by evaluating comments made by judges on reality/talent television shows
  • discussing the complexity of live theatre performance interpretation and the use of deaf interpreters and consultants
  • responding to animations created by or about deaf people and discussing the effectiveness of conveying all parameters of signing, for example, The Long Knife, or Gallaudet: The Film by Braam Jordaan

  VCASFC204 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCASFU088

  Investigate and analyse the nature of and community attitudes to variation in the use of Auslan

  Elaborations

  • recognising that there is a greater degree of flexibility and variability in ‘oral’, face-to-face languages such as Auslan compared to spoken/written languages passed on from parents to children, for example, less standardisation and minimal ‘frozen texts’, and considering reasons for such differences
  • researching different aspects of variation in the use of Auslan, considering influences such as geographical location, social groupings, history, educational experience, age of learning, family background and contact with Signed English or other languages
  • debating the merits and disadvantages of creating a standard form of Auslan, for example the benefits of mutual comprehensibility versus the practical problems involved in who decides on the standard and how to get signers to comply
  • considering the effect that expanding sign language interpreter services might have on standardising Auslan, especially in the areas of education and medicine
  • noticing ways people might adapt language according to situation of use, such as when signing to a large audience, the use of one hand or two, clarity of sign production, size of signing space, pace, NMFs, pauses and amount of fingerspelling
  • considering how Auslan has been influenced by the use of Signed English in education settings (especially from the 1970s to the 1990s) and cultural attitudes towards Signed English

  VCASFU088 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCASFU214

  Investigate and analyse the nature of and community attitudes to variation in the use of Auslan

  Elaborations

  • recognising that there is a greater degree of flexibility and variability in ‘oral’, face-to-face languages such as Auslan compared to spoken/written languages passed on from parents to children, for example, less standardisation and minimal ‘frozen texts’, and considering reasons for such differences
  • researching different aspects of variation in the use of Auslan, considering influences such as geographical location, social groupings, history, educational experience, age of learning, family background and contact with Signed English or other languages
  • debating the merits and disadvantages of creating a standard form of Auslan, for example the benefits of mutual comprehensibility versus the practical problems involved in who decides on the standard and how to get signers to comply
  • considering the effect that expanding sign language interpreter services might have on standardising Auslan, especially in the areas of education and medicine.
  • noticing ways people might adapt language according to situation of use, such as when signing to a large audience, the use of one hand or two, clarity of sign production, size of signing space, pace, NMFs, pauses and amount of fingerspelling
  • considering how Auslan has been influenced by the use of Signed English in education settings (especially from the 1970s to 1990s) and cultural attitudes towards Signed English

  VCASFU214 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCASFC112

  Identify, paraphrase or compare information obtained from a variety of signed texts or from their own data collection and present the information in different forms

  Elaborations

  • retelling key points of multistep information used in classroom interactions, such as announcements or directions for a task
  • watching signed texts that show people expressing likes and dislikes and recording and organising their observations in table form
  • watching a presentation by a teacher or peer, identifying specific points of information, such as where they went for a holiday or what activities they did
  • surveying peers in relation to their interests and preferences, categorising and comparing findings in charts or graphs
  • following the steps of a signed demonstration of procedures, such as how to cook something or play a new game
  • learning new Auslan vocabulary and language structures through interacting with Deaf visitors, teachers and mentors, recording the new language in personal sign dictionaries
  • viewing live or recorded interviews or informal conversations between deaf people in different situations and contexts, identifying key points and topics covered
  • viewing different types of signed texts, such as instructional sports videos or science demonstrations, showing understanding by responding to questions

  VCASFC112 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing