Search results

Result list

• VCASFU090

  Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other and that their relationship changes over time and across contexts

  Elaborations

  • exploring the relationship between language and culture, for example by analysing language used in pathological and sociocultural models of deafness and the impact that each philosophy and the language used to express it may have in regard to services for deaf people
  • appreciating the complexity of the relationship between language and culture, for example by discussing distinctions between Deaf cultures and other cultural minorities, such as the fact that most deaf people are born to hearing parents and typically access and experience Deaf culture through communicating with peers and other Auslan users in and out of school, in addition to their cultural experience in their families of origin
  • recognising the cultural significance of symbols and language features used in Auslan, for example the use of light and darkness in stories, poetry and performance, as in gaslight stories
  • considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, such as changing signing space and style, using indirect language such as signing lower or under the table, fingerspelling instead of signing overtly, or modifying a sign choice such as menstruation to suit the context
  • understanding that Auslan plays an important role in the expression and maintenance of Deaf culture, that each deaf person has a right to learn and use Auslan as part of their birthright and as a key element of their membership of the Deaf community, and that they become custodians and owners of the language
  • appreciating the cultural value and importance of festivals and events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity
  • analysing ways in which deaf people interpret and exploit the possibilities and cultural meanings of sound, for example, in games and stories which incorporate signs for sound and reactions to sound, for example, a door slamming
  • recognising that Auslan signs change over time due to shifting cultural values and changing experiences, for example, the sign for APPRENTICE modified to refer to TAFE, the shifting values around the sign DEAF^DEAF (culturally Deaf reference for deaf-mute), and unsuccessful attempts to reframe this with an audiological focus
  • reflecting on the ways culture is interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions
  • recognising that cultural beliefs and behaviours are embedded in Auslan, for example, recounts by deaf people of interactions with hearing people might include language that reflects beliefs about English and ‘hearing-ness’, for example, an anecdote about a frustrating interaction might be concluded with hearing, their way
  • reflecting on the labels ‘deaf’ and ‘hearing’, considering what they mean to different people and their implications in terms of status, access, opportunity and privilege
  • analysing ways in which deaf people’s jokes and humorous narratives reflect cultural values about deaf/hearing relationships and how deaf people navigate the world, for example the ‘Bob’s House’ commercial
  • exploring how advocacy strategies can reflect deaf people’s cultural practices and values, for example the ‘TTY-in’ used to advocate for the National Relay Service

  VCASFU090 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCASFU216

  Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other and that their relationship changes over time and across contexts

  Elaborations

  • analysing language used in pathological and sociocultural models of deafness, and the impact that each model, the philosophy that frames it and the language used to express it may have in regard to services for deaf people
  • appreciating the complexity of the relationship between language and culture, for example by discussing distinctions between Deaf cultures and other cultural minorities, such as the fact that most deaf people are born to hearing parents and typically access and experience Deaf culture through communicating with peers and other Auslan users in and out of school, in addition to their cultural experience in their families of origin
  • recognising the cultural significance of symbols and language features used in Auslan, for example the use of light and darkness in stories, poetry and performance, as in stories featuring gaslight
  • considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, such as changing signing space and style, using indirect language such as signing lower or under the table, or fingerspelling instead of signing overtly
  • understanding that Auslan plays an important role in the expression and maintenance of Deaf culture, that each deaf person has the right to learn and use Auslan as part of their birthright, along with their membership of the Deaf community, and that they become custodians and owners of the language
  • appreciating the cultural value and importance of festivals and events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity
  • understanding that sign language literatures recount significant journeys and events associated with the beginnings of Deaf education and the development of Deaf communities, and that they embody history and values of Deaf culture, for example, the Gallaudet and Clerc meeting or US Civil War stories that validate and reference shared Deaf identity, culture, language and experience
  • recognising that Auslan signs change over time due to shifting cultural values and experiences, for example, the modification of the sign for APPRENTICE to refer to TAFE, and shifting values around the sign DEAF^DEAF as the sign for DEAF (culturally Deaf reference for deaf-mute) and unsuccessful attempts to reframe this with an audiological focus

  VCASFU216 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCASFU252

  Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages

  Elaborations

  • appreciating distinctions between Deaf cultures and other cultural minorities, such as the fact that most deaf people are born to hearing parents and acquire Deaf culture in addition to the culture of their families of origin from peers and other Auslan users in school or adults in the Deaf community
  • exploring the nature and effect of culture, for example by comparing the cultural concept of Deaf identity with a medical model of deafness
  • analysing and discussing core cultural concepts reflected in Auslan, such as the collective nature of the Deaf community, respect for elders, the importance of reciprocity and responsibility, for example, the signing TAP-2h++ reflects the responsibility to share information and pass on knowledge
  • understanding that knowledge about past and present Deaf people and cultural values are embodied in and transmitted through Auslan, for example ways of producing the sign for SIGN embody cultural meaning regarding distinctions made and values placed on fluent or awkward signing
  • identifying cultural differences between the use of personal names in Auslan and in their own background language, for example, Auslan signers not using a person’s name sign when addressing them directly, in contrast to the practice in many spoken languages
  • considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, such as changing signing space and style, using indirect language such as signing lower or under the table, or fingerspelling instead of signing overtly
  • appreciating the cultural value and importance of festivals and events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity
  • recognising that Auslan signs change over time due to shifting cultural values and changing experiences, for example, the modification of the sign for APPRENTICE to refer to TAFE, and shifting values around the sign DEAF^DEAF as the sign for DEAF (culturally Deaf reference for deaf-mute) and unsuccessful attempts to reframe this with an audiological focus
  • reflecting on the ways that culture is interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions
  • understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of sound in deaf people’s lives is usually not the same as in hearing people’s experience
  • observing that concepts may be culture and language specific, for example in relation to time and space, as in the spatial mapping of timelines in Auslan

  VCASFU252 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCASFU052

  Explore variation in terms of the impact of other languages on Auslan across contexts and over time

  Elaborations

  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A
  • creating lists of fingerspelled words which have become lexicalised, for example, HOW, BUT, ABOUT, FOR, and looking at how this process has changed the form of words over time
  • recognising that Auslan includes loan signs from Signed English, some of which were invented for Signed English (for example, TOY or DAD) and some that were from the southern dialect and incorporated into Signed English, for example, YELLOW
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and discussing reasons for such influence

  VCASFU052 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCASFU178

  Explore variation in terms of the impact of other languages on Auslan across contexts and over time

  Elaborations

  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A
  • creating lists of fingerspelled words which have become lexicalised, for example, #HOW, #BUT, #ABOUT or #FOR and looking at how this process has changed the form of words over time
  • recognising that Auslan includes loan signs from Signed English, some of which were invented for Signed English (for example, TOY or DAD) and some that were from the southern dialect and incorporated into Signed English, for example, YELLOW
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and discussing reasons for such influence

  VCASFU178 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCASFU126

  Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages

  Elaborations

  • appreciating distinctions between Deaf cultures and other cultural minorities, such as the fact that most deaf people are born to hearing parents and acquire Deaf culture in addition to the culture of their families of origin from peers and other Auslan users in school or as adults in the Deaf community
  • exploring ways in which language choices reflect attitudes towards certain topics, such as oralism or cochlear implants, identifying examples of sign choices that reflect particular attitudes or views
  • understanding that knowledge about past and present Deaf people and about Deaf cultural values is embodied in and transmitted through Auslan, for example, ways of producing the sign for SIGN embody cultural meaning, regarding distinctions made and values placed on fluent or awkward signing
  • identifying differences between the use of personal names in Auslan and in other languages, for example, Auslan signers not using a person’s name sign when addressing them directly, in contrast to the practice in many spoken languages
  • considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, such as changing signing space and style, and using indirect language such as signing lower or under the table, or fingerspelling instead of signing overtly
  • appreciating the cultural value and importance of festivals and other events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity
  • reflecting on the ways that culture is interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions among members of either community
  • understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of sound in deaf people’s lives is usually not the same as in hearing people’s experience

  VCASFU126 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCASFU124

  Explore the concept of language flexibility, variation and change in relation to the use of Auslan across different contexts and times

  Elaborations

  • recognising that there is a greater degree of flexibility and variability in ‘oral’ languages such as Auslan that only exist in face-to-face form, compared to spoken languages that are written down and that are passed on from parents to children
  • understanding that other signed languages such as BSL, ISL and ASL have influenced Auslan over different periods of time
  • recognising that languages constantly expand to include new words, signs and expressions due to influences such as changing technologies and digital media, for example, COMPUTER, COMPUTER-MOUSE, INTERNET, FACEBOOK, WIFI, SELFIE
  • interviewing older members of Deaf families or Deaf communities and reporting back to the class about any differences in signing they noticed, such as more use of fingerspelled words, less use of NMFs and depicting signs, or the use of different signs, such as FILM (old sign), TOILET (old sign)
  • understanding that greater contact between signers internationally has led to increased borrowing between sign languages, for example, signs that refer to different nation states and cities around the globe, or the vehicle handshape in depicting signs

  VCASFU124 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• 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

• VCASFC082

  Identify ways in which deaf people relate to and are perceived by society as ‘people of the eye’, how they demonstrate connections with culturally rich places and associations, and how their sense of identity, roles and responsibilities change over time

  Elaborations

  • discussing the notion of ‘Deaf eyes’ and the capacity of deaf people to determine the deaf/hearing status of others in their environment based on eye behaviour
  • considering how deaf people are perceived to be more observant and more astute visually, for example, as drivers, in sports or in terms of visual memory, comparing anecdotal findings and documented research on this issue
  • discussing how identity may shift depending on what is most salient in any context or setting, and how as people mature they learn to navigate ‘multiple identities’ in relation to different elements of their experience, such as background ethnicity and culture and Deaf identity/culture
  • reflecting on the concept of Deafhood as it applies to and informs life choices made by young Deaf people, for example in relation to social group participation, communication preferences, ways of identifying, describing and introducing themselves to others
  • considering how relationships between changing technology and Deaf people are managed to express and to reflect identity, for example, the rejection of hearing devices or, alternatively, highlighting them with colour or prominent placement
  • considering whether a strong sense of shared identity influences the capacity for awareness and advocacy for Deaf people’s rights
  • discussing how social groups such as Deaf communities form intergenerational patterns that determine relationships and shape behaviours, for example, by interviewing a member of a Deaf family of two or more generations
  • investigating ways the Deaf ecosystem works and the reciprocal nature of relationships in some Deaf communities, for example in business or professional domains, and the contribution this ecosystem makes to collective identity
  • discussing how the Deaf community expresses different elements of their identity, for example through behaviours associated with Deaf spaces, greetings and introductions which illustrate community status and affiliation
  • investigating how a strong sense of identity impacts on social and emotional health and wellbeing by exploring the available research on wellbeing and identity in deaf people
  • identifying and describing intersections between national and international Deaf communities and organisations, and how these contribute to a transnational sense of belonging, for example, by evaluating shared experiences by viewing online texts produced by deaf people in different countries
  • comparing changing values and status of place and space in different international Deaf communities, for example, the loss of Deaf clubs or closure of Deaf schools, and reflecting on the implications of these changes over time for Deaf identity
  • responding to different philosophical and social views about deafness, considering the impact of varying attitudes on a deaf person’s developing identity
  • discussing ways in which the philosophy of ‘Deaf gain’ can be applied to personal circumstances, such as classroom accommodations and sporting participation
  • summarising elements of elders' guidance on how cultural values, beliefs and traditions are expressed and connected through shared experience of visual ways of being, providing examples of how these are demonstrated in community behaviour and in interactions with the wider community
  • describing and comparing their personal sense of social responsibility towards their Deaf community, for example as demonstrated through attending, organising or volunteering at festivals, camps or youth groups
  • exploring the wider political landscape of the Deaf community as it impacts on individual and community identity, for example, by identifying the impact of activism and Deaf empowerment movements such as the Deaf President Now campaign at Gallaudet University, a ‘Deaf place’, in effecting change and strengthening Deaf communities’ connection to ‘place’

  VCASFC082 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Identity

• VCASFU232

  Explore different dimensions of variation in the structure, development and use of Auslan, including how it has been influenced by English and other signed languages

  Elaborations

  • exploring similarities and differences in the two main Auslan dialects, the northern dialect, used in New South Wales, Queensland and the Australian Capital Territory, and the southern dialect, used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory, for example through building webcam relationships with other schools or by identifying and collecting signs that differ in the two forms
  • researching how BSL from the 1800s evolved into Auslan, NZSL and modern BSL, for example by finding and classifying examples from Auslan, NZSL and BSL signbanks
  • understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historical records of signing
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and in different domains of language use, and discussing why this is the case
  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A, and lexicalised fingerspelling, such as HOW, BUT, ABOUT, FOR
  • recognising that Auslan includes loan signs from Signed English, such as TOY or DAD, and understanding why some older deaf people are uncomfortable with these changes
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings
  • considering adaptations to Auslan use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
  • noticing the variation in ‘handedness’ between signers in relation to both signs and to fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU232 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFU247

  Understand that signs can include different information including a gestural overlay, and identify how signers establish spatial locations, types of depicting signs and ways of showing constructed action

  Elaborations

  • recognising that Auslan has fully-lexical signs that are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs that cannot be listed in a dictionary in all forms as gesture changes the form each time they are signed
  • noticing that meaning is created in Auslan from fully-lexical signs, partly-lexical signs, non-lexical signing and gesture and comparing with the range of ways English speakers create meaning, including spoken words, modifying intonation, and gesture
  • noticing that fully- and partly-lexical signs can include grammatical information not included in a ‘citation’ form, for example, the sign TELL-_me is not listed separately to TELL (towards neutral space) and GO-TO includes GO-TO-_often
  • noticing that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation) such as those for ages (for example, 5-YEARS-OLD) or adverbs of time (for example, 3-WEEKS-AGO) or pronouns (WE3, WE4)
  • identifying where and how a signer has established a location in space, for example through the use of points, non-body-anchored signs or fingerspelled words
  • recognising that signers must make explicit which referent is associated with a location, but do not need to continue to make this explicit throughout a text
  • recognising that signers can set up referents in the signing space close to them (viewer space, for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table) or distant (diagrammatic, for example, using 5claw in two locations to represent two houses)
  • recognising that in viewer space, signers can use locations for present referents, non-present referents, or abstract referents that do not exist in space
  • identifying instances of DSs and their type independently
  • comparing English adjectives with SASS DSs
  • learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or another
  • knowing that in CA a signer can shift into the role of another, or themselves at a different time, through eye gaze change, body shift, head orientation change, and matching facial expressions

  VCASFU247 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU121

  Understand that signs can include different information, including a gestural overlay, and identify how signers establish spatial locations, types of depicting signs and ways of showing constructed action

  Elaborations

  • noticing that meaning is created in Auslan from fully-lexical signs, partly-lexical signs and non-lexical signing and gesture
  • understanding that fully-lexical signs are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs can be changed to show information such as location or who is involved in indicating verbs
  • noticing that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation) such as those for ages, for example, 5-YEARS-OLD or adverbs of time, for example, 3-WEEKS-AGO or pronouns, for example, WE3, WE4
  • identifying where and how a signer has established a location in space (through pointing, modifying the movement of a verb, or locating a non-body-anchored noun sign)
  • recognising that signers must make explicit which referent is associated with a location
  • recognising that signers can set up referents in the signing space close to them (viewer space), for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table or distant (diagrammatic) for example, using 5claw in two locations to represent two houses
  • identifying independently instances of DSs and their type
  • learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or another
  • knowing that in CA a signer can shift into the role of another, or themselves at a different time, through eye gaze change, body shift, head orientation change, and matching facial expressions

  VCASFU121 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU175

  Understand that signs can include different information, including a gestural overlay, identify types of depicting signs and how signers establish spatial locations and show constructed action

  Elaborations

  • recognising that Auslan has fully-lexical signs that are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs that cannot be listed in a dictionary in all forms as they change their form each time they are signed, such as DSs
  • noticing that fully- and partly-lexical signs can include grammatical information not included in a ‘citation’ form, for example, the sign TELL-_me is not listed separately to TELL (towards neutral space) and GO-TO includes GO-TO-_often
  • identifying where a signer has established a location in space (for example, through points, non-body-anchored signs, fingerspelled words or verb movement changes)
  • recognising that signers must make explicit which referent is associated with a location
  • identifying examples of each type of DS in an Auslan text: entity DSs, handling DSs and SASS DSs
  • learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or another
  • knowing that in CA a signer can shift into the role of another, or themselves at a different time, through eye gaze change, body shift, head orientation change, and matching facial expressions

  VCASFU175 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFU196

  Understand that Auslan has evolved and developed through different periods of influence and cultural and societal change

  Elaborations

  • researching how BSL from the 1800s evolved into Auslan, NZSL and modern BSL, for example by finding and classifying examples from Auslan, NZSL and BSL signbanks
  • understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historic records of signing
  • understanding that greater contact between signers internationally has led to increased borrowing between sign languages, for example, signs that refer to different nation states and cities around the globe, for example, the old Auslan sign for America versus the current sign, or the ASL vehicle handshape in DSs
  • identifying changes to Auslan that reflect changes in social relationships and community attitudes, for example in relation to words/signs such as DEAF^DUMB, DISABILITY, HEARING^IMPAIRED/FS:HOH, DEAF^WORLD/DEAF^COMMUNITY, HUMAM^RIGHT
  • interviewing older members of Deaf families or Deaf communities and reporting back to the class about any differences in signing they noticed, such as more use of fingerspelled words, less use of NMFs and depicting signs, or the use of different signs, such as FILM (old sign), TOILET (old sign)
  • recognising that languages constantly expand to include new words, signs and expressions due to influences such as changing technologies and digital media, for example, COMPUTER, COMPUTER-MOUSE, INTERNET, FACEBOOK, WIFI, FS:PC, SELFIE

  VCASFU196 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFU070

  Understand that Auslan has evolved and developed through different periods of influence and cultural and societal change

  Elaborations

  • researching how BSL from the 1800s evolved into Auslan, NZSL and modern BSL, for example by finding and classifying examples from Auslan, NZSL and BSL signbanks
  • understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historic records of signing
  • understanding that greater contact between signers internationally has led to increased borrowing between sign languages, for example, signs that refer to different nation states and cities around the globe, for example, the old Auslan sign for America versus the current sign, or the ASL vehicle handshape in DSs
  • identifying changes to Auslan that reflect changes in social relationships and community attitudes, for example in relation to words/signs such as DEAF^DUMB, DISABILITY, HEARING^IMPAIRED/H-O-H, DEAF^WORLD/DEAF^COMMUNITY, HUMAN^RIGHT
  • interviewing older members of Deaf families or Deaf communities and reporting back to the class about any differences in signing they noticed, such as more use of fingerspelled words, less use of NMFs and depicting signs, or the use of different signs, such as FILM (old sign), TOILET (old sign)
  • recognising that languages constantly expand to include new words, signs and expressions due to influences such as changing technologies and digital media, for example, COMPUTER, COMPUTER-MOUSE, INTERNET, FACEBOOK, WIFI, SELFIE

  VCASFU070 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFC150

  Engage with different types of imaginative texts, identifying favourite elements, characters and events and responding through modelled signing, actions and drawing

  Elaborations

  • viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events
  • participating in Auslan games using simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’
  • engaging with different kinds of Deaf expression such as handshape poems or art, indicating their response using lexical signs such as:
    LIKE THAT
    I like that one.
    DON’T LIKE
    I don’t like it.
    PRO1 HATE THAT
    I hate that.
    
  • comparing two signed versions of a story such as ‘The Hare and the Tortoise’ and indicating their preference for one version over the other
  • retelling favourite elements of a signed story using modelled signing
  • drawing a personal interpretation of a ‘visual vernacular’ description of a character’s appearance

  VCASFC150 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• 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

• VCASFC096

  Participate in the viewing of recorded or live imaginative signed texts, responding through drawing, miming, gesture or modelled signs

  Elaborations

  • viewing narratives in Auslan, for example, from the Auslan Storybooks website, demonstrating understanding through drawing, gesture and modelled signs
  • responding to short expressive texts that involve the movement of people, animals or vehicles, demonstrating understanding through drawings or familiar signs
  • responding to key elements of short signed stories, for example by mimicking facial expressions or repeated signs
  • participating in interactions in Auslan that involve imaginative responses to stimuli such as cartoons using gestures, handshapes, facial expressions and simple signs to suggest what happens next in the story
  • engaging with different forms of Deaf art, such as handshape creations, and responding by creating their own piece of art on a similar theme
  • shadowing NMFs in short Auslan poems or narratives
  • retelling favourite events of an Auslan story using modelled signing
  • engaging in imaginative interactions that involve the creation of mood or momentum through repeated use of signs, handshapes and facial expressions to modify manner or intensify adjectives
  • responding to performances of Deaf poetry that evoke emotions such as sadness, fear or excitement, for example by indicating enjoyment or different personal feelings

  VCASFC096 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFU215

  Investigate and compare the nature and status of Auslan and other signed languages, considering issues such as language and education policies, language rights, representation and processes of language preservation and language building

  Elaborations

  • identifying historical events, government policies and educational initiatives that have impacted on the status of Auslan and the identity of the Deaf community, such as ALLP, DDA, the mainstreaming of deaf students
  • researching the nature of International Sign, including its relationship to national signed languages and its use by deaf people
  • exploring how deaf people around the world build shared group identity, for example through gathering formally as national and international communities through activities such as Deaf film festivals, performing arts or sporting events such as Deaf Way, Australian Deaf Games, Deaflympics, and how these contribute to language building, language preservation and greater awareness of signed languages
  • analysing subjective measures of language vitality, such as societal attitudes towards Auslan or the perceived strength of the language identity group, and identifying challenges facing Auslan in terms of societal attitudes, provision of resources, access, education systems and social networks
  • analysing the status and use of Aboriginal and Torres Strait Islander signed languages and comparing these to Auslan
  • appreciating the impact of the use of Auslan in settings such as education, health care and different workplace settings in terms of the evolution of the language and specialised terminology
  • analysing representations of deaf people and sign language in the Australian media and wider community, making comparisons with representations of other languages and cultures
  • exploring the role of the Deaf ecosystem in language and cultural maintenance
  • investigating how Auslan and Deaf culture are promoted in the wider community, for example, through the influence of organisations such as Deaf Australia, of high-profile individuals such as activists or actors and of events such as NWDP Deaf Festival, Australian Deaf Games or Deaf art exhibitions
  • considering how processes of language building and evolution may expand existing Auslan linguistic and cultural resources in the Australian community
  • investigating programs and initiatives that maintain and strengthen Auslan use, such as school language programs; bilingual education and research programs; recording, archiving and documentation of the language; and the establishment of websites and databases
  • appreciating the importance of documenting and promoting Auslan in raising community awareness of the richness and value of signed languages
  • recognising that Auslan requires maintenance, development and documentation, considering historical and contemporary circumstances which have either contributed to or impeded these processes, for example the use of technology such as ELAN for capturing and documenting the language
  • considering domains where Auslan may grow in the future, and contributing to localised Auslan signbanks on specific topics, for example, creating a bank/dictionary of signs used by deaf students and interpreters in Year 9 Science
  • researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK, the Scandinavian nations, considering issues such as language rights, documentation and development efforts
  • identifying the changing status of sites of significance in different international Deaf communities, for example, the loss of Deaf clubs or closure of deaf schools in some countries, comparing this to the Australian context, and reflecting on the implications of these changes over time for the Deaf community and for the status of Auslan
  • recognising different philosophical and social views about deafness, considering the impact of varying attitudes on a deaf person’s understanding of their rights and how they are represented and perceived in wider society
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and in different domains of language use, and discussing reasons for such influence
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in educational settings
  • discussing the concept of ‘language health’ and how it applies to Auslan, for example by designing a chart of relevant factors such as status (social, economic, historical), demography (number and distribution of users) and institutional support (media, government, education, religion, industry, culture)

  VCASFU215 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language awareness

• VCASFU251

  Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with other spoken and signed languages used around the world

  Elaborations

  • understanding that strong and healthy languages are those used by many people across generations in most domains to communicate about most topics
  • mapping the distribution of Auslan users across Australian states and demographics, using data from censuses and other sources to present findings in graph/visual representation forms
  • describing the role religion has played in influencing the usage and spread of Auslan, for example, through religious orders, early Deaf Societies and Bible translation projects
  • considering the impact of historical international events such as the Milan Congress (1880) and the linguistic recognition and documentation of signed languages in the1960s and 1970s on the use of signed languages in education, and on deaf people’s feelings of ownership and pride in their languages
  • analysing the impact of migration and the settlement of deaf people from the UK and other countries on the development of Auslan
  • investigating the geographical location, origins and history of deaf schools in Australia and the impact of these institutions on the transmission, use and status of Auslan
  • exploring how Auslan is used by deafblind people and their role in the Deaf community
  • investigating historical patterns of employment of deaf people in certain trades and fields of employment, and the impact these traditional domains have on the development of Auslan
  • reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community, and considering ways in which they influence the function and nature of Auslan, for example by the introduction of neologisms
  • identifying language documentation as an important way of recording, transmitting and maintaining the vitality of languages
  • recognising that some languages have no written form and have historically been passed on face to face/orally, and so are less well recorded and documented
  • understanding that some languages used in Australia, such as English, have large numbers of users, while others, such as many spoken and signed Aboriginal and Torres Strait Islander languages, are endangered or in the process of being revived or reclaimed
  • recognising that languages may be perceived as ‘weak’ or ‘strong’ based on community values and the existence of documentation and literature in the language
  • exploring the vitality of different languages by obtaining information from the UNESCO interactive online atlas and/or Ethnologue to compare numbers of speakers/signers of different languages
  • considering ways that Auslan is evolving due to various influences, including the capacity for new technologies to store, record and share sign languages internationally
  • exploring the role of globalisation in terms of what technology offers signed languages in terms of maintaining their vitality, for example, the use of ELAN for capturing and documenting Auslan
  • understanding the importance of advocating for Deaf rights to address existing gaps in services, for example in relation to issues such as the increased provision of Auslan interpreters, Deaf interpreters or captioning
  • responding to Deaf elders' guidance on how cultural values, beliefs and traditions are connected through shared life experience, language and visual ways of being, and how they are demonstrated in community behaviour and interactions with the wider community
  • comparing strategies used by deaf and hearing adults to negotiate physical environments, for example, different behaviours at a bank of lifts, and identifying how deaf people draw on additional perceptual resources in ways hearing people are unaware of
  • exploring technologies such as videoconferencing apps used by deaf people to communicate visually, to support social networks, to strengthen a sense of individual or shared identity as sign language users and to promote language vitality
  • considering likely contemporary influences or pressures on Aboriginal and Torres Strait Islander signed languages and the possible impact on their future
  • understanding how and why some deaf children face challenges with communication in hearing families or in social settings
  • recognising the important role of deaf families and deaf schools in preserving and maintaining Auslan and cultural identity
  • identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan and how such ownership rests with the Deaf community and is determined by traditional social groupings/families, significant places, history and stories
  • describing the visibility and use of Auslan in the wider community, for example in television programs, on the news, at community events, sporting fixtures and in emergency announcements
  • discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
  • identifying examples of deaf people who have been recognised for different reasons in wider Australian society, for example, Alastair McEwin or Drisana Levitzke-Gray, and discussing how such recognition contributes to broader awareness of Auslan in Australia
  • researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK or the Scandinavian nations, considering issues such as language rights, language documentation and development efforts
  • identifying the changing status of significant sites in different international Deaf communities, for example, the loss of Deaf clubs or the closure of deaf schools in some countries, comparing this to the Australian context and reflecting on how such changes impact over time on Deaf communities and on Auslan
  • recognising different philosophical and social views about deafness, considering the impact of varying attitudes on a deaf person’s understanding of their rights and how they are represented and perceived in wider society

  VCASFU251 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language awareness