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• VCASFC111

  Communicate clearly in different classroom interactions and contexts, demonstrating appropriate protocols when communicating with each other, teachers and deaf people

  Elaborations

  • responding to multistep classroom instructions, for example:
    IN YOUR COMPUTER FINISH CLICK-ON ELAN
    Log in to your computer and then click on ELAN.
  • asking for repetition or clarification, for example:
    THAT RIGHT THAT?
    Is that right?
    PRO1 DON’T-UNDERSTAND
    I don’t get it.
  • negotiating turn-taking by using visual or tactile methods in taking or yielding a turn, for example:
    PRO2 FIRST NEXT-TURN-_{around-circle}
    You go first then we’ll take turns around the group.
  • using NMFs such as raised eyebrows to indicate interest, or head tilt to indicate lack of understanding
  • initiating protocols within the classroom such as:
    • gaining group attention through flashing lights, tapping, foot stomping and waving
    • maintaining eye gaze and back-channelling
    • positioning seating to keep visual communication clear, for example, sitting across from signers when communicating
  • following protocols and using appropriate language when using or accessing an interpreter, for example:
    SIT THERE PLEASE CAN YOU?
    Can you sit there, please?
  • following protocols for interrupting others, such as waiting for pauses in conversations and eye contact, or by using language such as:
    HOLD
    Hold that thought.
    QUICK INTERRUPT
    Can I just interrupt you quickly?
    

  VCASFC111 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC077

  Prepare and present researched information on a range of issues, considering the context in which the information will be received

  Elaborations

  • presenting a sustained signed explanation on a given topic, using information selected from a range of sources to suit the intended audience
  • using evidence selected from independent research sources and evaluative or persuasive language to respond to arguments about issues such as eugenics, deaf technology or interpreter ethics
  • presenting information on current affairs or news items, identifying bias and the effect of context on the shaping of texts
  • arguing a predetermined, evidence-based position in a panel discussion/debate on controversial questions, for example, the inclusion of deaf members of a jury
  • designing the presentation of an Auslan text for a vlog that requires voice interpreting with notes to indicate emphasis and to clarify meaning
  • providing explanations of abstract or technical concepts, such as poverty or radiation from uranium, shaping the style of the presentation to suit the intended audience, for example through significant use of depicting signs
  • presenting an interpretation of graphs and statistics that provide information relating to the Deaf community, discussing findings and making predictions about future changes or patterns

  VCASFC077 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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

• VCASFC110

  Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions

  Elaborations

  • negotiating roles and responsibilities in shared learning activities, using expressions such as:
    PRO2 TYPE PRO1 WRITE
    You type and I’ll write.
  • understanding and using expressions of support, encouragement or praise during shared activities, for example, EXCELLENT, THAT GREAT
  • playing games that involve detailed information exchange, such as a ‘murder mystery’ type game, asking for and supplying descriptions about the suspect, for example:
    PRO3 HAVE GLASSES?
    Does he have glasses?
  • working collaboratively to plan an event such as a handball competition, using expressions related to place, time and numbers, for example:
    BEST PLAY WHERE?
    Where will we play?
    TEAM+ HOW MANY?
    How many teams are there?
  • following and giving directions for outdoor activities such as an obstacle course
  • expressing preferences in relation to roles and responsibilities in shared learning activities, using NMFs and statements such as:
    HANDWRITING PRO1 DON’T-LIKE RATHER TYPING
    I don’t like handwriting; I prefer to type it
    
  • working with peers to plan for a visit from a Deaf community member, prioritising and sequencing tasks

  VCASFC110 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | 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

• 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

• VCASFC045

  Create their own bilingual texts and learning resources to use themselves or to share with others, such as Auslan–English dictionaries, posts to websites, digital newsletters or school performances

  Elaborations

  • composing bilingual texts for class or school assembly performances, events or displays, for example, National Week of Deaf People announcements
  • using bilingual online dictionaries and electronic tools to compose bilingual texts, for example, captioned Auslan texts such as an online Auslan–English version of a school newsletter
  • constructing and co-maintaining a bilingual website with a Deaf school
  • creating bilingual texts for younger children, such as a mini Auslan–English dictionary of school-specific signs

  VCASFC045 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCASFC047

  Reflect on how different language and cultural backgrounds and experiences influence perceptions of Auslan and of the Deaf community and also of the hearing community

  Elaborations

  • reflecting on and providing possible explanations for assumptions that hearing people might make about deaf people or about signed languages
  • examining some misconceptions about hearing people and culture held by members of the Deaf community, for example, that hearing people hear and understand everything, or that hearing people can hear from a distance
  • identifying how various emotions and attitudes, such as respect, shyness, exuberance or embarrassment, are expressed and may be perceived across different languages and cultures, comparing their experience of such differences in their own interactions with speakers of English or other spoken languages
  • explaining how their assumptions about users of other languages and ways of understanding the world are changing as a result of intercultural language and experiential learning
  • reflecting on language and cultural differences in forms of address in signed and spoken languages that need to be taken into account when interacting interculturally, for example, the frequent use of a person’s name when addressing them directly in Australian English but not in Auslan
  • reflecting on the role of personal storytelling in teaching and supporting deaf children to navigate a hearing world

  VCASFC047 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Identity

• VCASFC146

  Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions

  Elaborations

  • working together in collaborative tasks such as cooking or craft activities, using interactional phrases such as:
    BOOK WHICH WANT MAKE WHICH? PICK.
    Which recipe do you want to make? You choose.
    PLEASE PRO2 BRING SCISSORS PLUS PAPER?
    Can you please bring scissors and paper?
    
  • following directions for activities such as a treasure hunt or creating a garden, using prepositions such as ON, UNDER, BEHIND and entity depicting signs, such as:
    DS:turn-left DEAD-END DS:turn-right.
    Go left, then at the end turn right.
    PLEASE BRING MILK FRIDGE DS:open-door POINT
    Please bring the milk; it’s at the bottom of the fridge door.
    
  • negotiating roles and responsibilities in shared learning activities, using expressions such as:
    PRO3 TYPE PRO1 WRITE PRO2 D-O WHAT?
    He will type, I’ll write, and what are you doing?
    
  • playing games that involve identifying and classifying specific points of information, for example, ‘Celebrity Heads’
  • understanding and using expressions of support, encouragement or praise during shared activities, for example, GOOD, EXCELLENT, CONGRATULATIONS

  VCASFC146 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• 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

• VCASFC241

  Create and present entertaining individual or collaborative texts that reflect imagined people, places or experiences and draw from elements of their own life experience

  Elaborations

  • participating in improvisation games that require spontaneous and imaginative responses to a stimulus such as Sixty seconds to make the audience laugh or cry …
  • working collaboratively to create a performance such as a skit or humorous story for a class talent show
  • role-playing an imagined interview, incorporating elements of tension, humour or emotion
  • creating and presenting a handshape or signed poem on a selected theme, such as friendship or love
  • creating and presenting to their peers a signed interpretation of a wordless animation, comparing their different performances
  • creating a short film that incorporates camera techniques appropriate for a deaf audience
  • working collaboratively to create a static scene or diorama using the hands and bodies of at least two signers
  • creating the next scene, a new character or an alternative ending for a signed fable, short story or cartoon

  VCASFC241 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCASFC132

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

  Elaborations

  • viewing recorded or live children’s stories and nursery rhymes in Auslan, for example National Simultaneous Storytime books, demonstrating understanding through drawing, gesture, modelled signs or voice
  • responding to short expressive texts that involve the movement of people, animals and/or vehicles, using drawings, familiar signs or re-enactments with puppets or props
  • playing with key elements of short signed stories, for example by mimicking facial expressions or repeated signs
  • interacting with a signing puppet or doll in an imaginary setting, for example by signing simple questions such as:
    WHAT NAME PRO2?
    What is your name?
    WHAT LIKE D-O PRO2?
    What do you like to do?
    
  • participating in interactions in Auslan that involve imaginative responses to stimuli, using gestures, handshapes, facial expressions and simple signs
  • engaging with different forms of Deaf art, such as handshape creations
  • shadowing non-manual features in short Auslan poems or stories

  VCASFC132 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• 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

• VCASFC024

  Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment

  [ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]

  Elaborations

  • viewing a signed story that involves progressive action, tension and resolution
  • identifying how signers use space to track a character or location throughout a text
  • viewing and responding to a range of Deaf poetry for children, for example by creating an alternative ending or extra verse
  • using NMFs to express changing emotions such as anticipation, fear or relief in response to elements of live or recorded signed stories
  • viewing and responding to short recorded skits, for example by re-enacting favourite elements and modifying manner or aspect to provide additional emphasis or expression
  • freezing cartoons or video clips of people/animals in amusing situations, signing a commentary on what has just happened and predicting what might happen next
  • experimenting with different Auslan parameters to create and perform examples of gestural humour, as modelled in performances by companies such as the Hong Kong Theatre of the Deaf
  • participating in games that focus on modifying manner or aspect for effect
  • viewing a theatre performance designed for a deaf audience and sharing their reactions to the experience of viewing a theatre performance designed for a deaf audience
  • engaging with different examples of Deaf humour or Deaf jokes and comparing them with examples of humour in spoken English or in silent films or mime
  • shadowing signed elements of theatrical or cinematographic texts that use handshapes, such as the scene with hand-faces in the film Labyrinth
  • comparing two signed versions of a story such as ‘The Hare and the Tortoise’ and indicating their preference for one version over the other
  • responding to elements of signed stories such as refrains or exclamations, for example by shadowing repeated signs, movements or facial expressions

  VCASFC024 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCASFC238

  Engage with a range of signed texts to locate and evaluate information, infer or interpret meaning and to present key points in new forms

  Elaborations

  • interviewing an Auslan user, using prepared questions to find out about their experiences or opinions on selected topics, such as early language learning for deaf babies or their experience of education, selecting key elements of their commentary to produce a digital profile to share with the class
  • observing informative signed texts from the Deaf community and deaf-related organisations, such as emergency or advocacy texts, and rephrasing key points in a form suitable for a younger audience
  • collecting information from a variety of signed sources to inform class discussions on current affairs, for example the prevalent use of social media by young people, and access to this by deaf students
  • following more complex procedural signed texts, such as directions to follow in an unfamiliar environment, such as a school camp or excursion
  • watching and summarising information provided by a guest speaker and comparing their noted ideas and opinions with those of their peers
  • viewing texts such as interviews, news reports or vlogs and selecting points of information or details to use in their own texts or opinion pieces
  • viewing Auslan texts from other content areas, using depicting signs to explain key concepts, such as states of matter or climate variation
  • forming and signing questions to request information from a deaf organisation or person, in order to produce a digital information text such as a brochure or web page
  • obtaining information about high-profile members of the international Deaf community to create profiles for an e-magazine

  VCASFC238 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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