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• VCGRCE002

  Convey information and ideas about the daily life and attitudes of the ancient Greeks, in oral, written and digital forms, using Classical Greek as appropriate

  Elaborations

  • gathering, collating and presenting information about daily routine in the ancient Greek world, such as in posters or digital displays about family life, education, food, hygiene, exercise, with annotations in English or words and simple phrases in Classical Greek
  • reading stories about the daily lives of ancient Greeks, and recreating their everyday experiences, for example, through role-play or an imaginative animated cartoon
  • comparing details from different sources about where Greek people lived, such as in urban centres or rural settlements, for example, through dioramas or drawings with labels in English or Classical Greek, and discussing what they reveal about different lifestyles in the Classical period
  • researching the purpose and function of spaces in an ancient Greek home, for example, the ἀνδρών and γυναικών rooms, for an oral or digital presentation, using labels in English and Classical Greek
  • examining artefacts from the classical Greek period, such as those from ancient Athens, and discussing what they reveal about the everyday lives of ancient Greek people
  • collating and sharing information online about ancient Greek inventions, engineering and infrastructure, for example, the Antikythera Mechanism, the Hippodamian urban grid plan, Archimedes’ screw
  • researching the attitudes of ancient Greeks revealed in their myths and legends, and acting out stories, such as the labours of Heracles, to convey these attitudes
  • gathering and creating a class bank of information from texts about ancient Greek religious beliefs and practices, for example, Olympian deities, local festivals (Dionysia in Athens) and panhellenic festivals (Pythian Games at Delphi)
  • reading accounts of historical events, such as Aeschylus’ eyewitness account of the Battle of Salamis, and presenting information in new ways, for example, as a news report

  VCGRCE002 | Languages | Classical Greek | Levels 7 and 8 | Engaging with texts | Accessing the ancient Greek world through Classical Greek texts

• VCHIC096

  Engage with imaginative and creative texts such as stories, cartoons, paintings, poems, songs and TV programs, comparing favourite elements and discussing structure, characters, themes and effects

  Elaborations

  • interacting with different types of verse, drama and song lyrics, discussing how imagery, rhythm and rhyme are used to create mood and effect, and experimenting with expressive language to create their own texts
  • comparing their life experiences with those of characters in traditional folktales such as एकता में बल है, identifying elements of universal human experience such as loss, love or loyalty
  • comparing story lines and characterisation in popular Hindi- and English-language TV series, identifying themes or issues that seem to be differently responded to in one cultural context than in the other
  • identifying how cultural traditions and beliefs are communicated through visual and performing arts, and comparing different living traditions present in Australia, including artistic expression associated with Aboriginal and Torres Strait Islander people.
  • comparing style, creative effects and cultural traditions reflected in popular forms of Hindi and Australian entertainment, for example, The Voice India or India’s Got Talent and Australian versions of the shows, Bollywood movies and English-language musicals, TV programs such as अशोक सम्राट and Australian programs popular with a similar age-group
  • discussing characters from favourite stories, comics or cartoons, such as चाचा चौधरी; बहादुर नागराज, identifying elements of their personalities that they most admire, enjoy or identify with
  • considering how humour is expressed and shared in culturally specific ways and whether it ‘travels’ successfully across languages, for example, by comparing favourite jokes, cartoons or amusing stories in Hindi with humorous texts in English
  • analysing the structure of traditional or contemporary Hindi poetry, for example, by identifying the use of rhythm, rhyme and repetition, or comparing examples of lyrical or poetic expression, बुन्देले हरबोलों के मुख हमने सुनी कहानी थी खूब लड़ी मर्दानी वो तो झांसी वाली रानी थी

  VCHIC096 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCLAE002

  Convey information and ideas about the daily life and attitudes of the Romans, in oral, written and digital forms, using Latin as appropriate

  Elaborations

  • gathering, collating and presenting information about daily routine in the Roman world, such as posters or digital displays about family life, education, food, hygiene, exercise, with annotations in English or words and simple phrases in Latin
  • reading stories about the daily lives of ancient Romans, and recreating their everyday experiences, for example, through role play or an imaginative animated cartoon
  • comparing details from different sources about where Roman people lived, such as in tenements or houses, or on country estates, for example, through dioramas or drawings, with labels in English or Latin, and discussing what they reveal about different lifestyles in the Classical period
  • researching the purpose and function of spaces in a Roman home, such as in a domus or a villa, for an oral or digital presentation, using labels in English and Latin, for example, vestibulum, atrium, triclinium, cubicula, peristylium
  • examining artefacts from the Roman period, such as those from Pompeii, and discussing what they reveal about the everyday lives of Romans
  • collating and sharing information online about Roman engineering and infrastructure, such as roads, aqueducts, cloaca maxima
  • researching the attitudes of Romans revealed in Graeco-Roman myths and legends and acting out stories, such as Romulus and Remus, or Hercules’ labours, to convey these attitudes
  • gathering and creating a class bank of information from texts about Roman religious beliefs and practices, for example, Olympian deities, Lares et Penates, special festivals such as the Liberalia and the Vestalia
  • reading accounts of historical events, such as Pliny’s eyewitness account of the eruption of Vesuvius, and presenting information in new ways, for example, creating and recording own news report or documentary, making comparisons between Pliny’s account and an online reconstruction of the eruption

  VCLAE002 | Languages | Latin | Levels 7 and 8 | Engaging with texts | Accessing the Roman world through Latin texts

• VCLVU142

  Recognise the function of different word types and understand basic elements of language structures

  Elaborations

  • understanding that words in the language have different functions, for example, words for things, words for actions, and that these functions are also found in other languages, such as English
  • identifying people, places, things and events using:
    • nouns, for example, family, kinship, plants/ animals, items in immediate natural and built environments
    • pronouns, for example, personal, interrogative, kinship, demonstrative
    • verbs for simple actions, states and processes
    • terms to qualify, quantify, classify or compare things, for example, size, colour, number
    • adverbs, for example, of location, time and manner
    • simple forms of negation
  • becoming aware of how word order may differ from English, for example, noun + qualifier vs qualifier + noun, ’child happy’ vs ’happy child’
  • recognising the use of common affixes on nouns, for example, the man’s dog’’, to the river’’, in the sea’’
  • learning the use of common affixes on verbs, for example, to indicate tense or mood
  • understanding and using metalanguage to describe word types, for example, noun, pronoun, verb
  • understanding that some parts of the language may have fallen into disuse and not be known today
  • noticing that new words can be formed from within the language itself, rather than borrowed from other languages
  • noticing that compared to English some words may be left out (ellipsis), or must be included or repeated in phrases and sentences, for example, “(it) went”, “big (dog) ate (it)”

  VCLVU142 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language

• VCTRC076

  Compare translations of familiar Turkish texts, such as community notices or literary texts, considering factors that may have influenced the translation from one language to the other

  Elaborations

  • discussing the nature of translation with reference to strategies such as decoding literal meaning (word-for-word), reading for meaning (sense-for-sense) and cultural reading (reading between the lines)
  • comparing Turkish versions of English language community notices relating to health or education, such as notices in doctors’ waiting rooms or school notices, comparing with equivalent texts produced in Turkish-speaking communities, identifying similarities and differences that reflect cultural context and communicative styles
  • evaluating the effectiveness and accuracy of subtitles used in English or Turkish films, video clips or documentaries, finding examples of meaning ‘lost in translation’ such as The Water Diviner – Son Umut (Su Cengaveri)
  • providing annotated translations of excerpts from literary and media texts such as poems, newspaper or radio reports, identifying challenges involved in transferring meaning, expression and mood from one language and cultural tradition to another
  • comparing their translations of short literary texts, such as folktales Keloğlan, Karagöz ve Hacıvat and Nasrettin Hoca, riddles or folk songs such as türkü and mani, discussing how the process of translation clarifies understanding of the relationship between language, culture and experience, as in kına yakmak, kız isteme ve sünnet töreni
  • translating Turkish idioms and proverbs that contain cultural elements and references, such as Ateş olmayan yerden duman çıkmaz, Bir fincan kahvenin kırk yıl hatırı vardır, Üzüm üzüme baka baka kararır, ayağına kına yakmak, saman altından su yürütmek, researching stories behind the references and discussing how their meaning can be conveyed in English
  • critically evaluating the effectiveness of resources used to assist translation, such as bilingual and monolingual dictionaries, electronic translators and style guides such as İmlâ Kılavuzu

  VCTRC076 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCTRU068

  Understand that language is not neutral and that its forms and usage reflect cultural values, ideas and perspectives

  Elaborations

  • sharing understandings of what culture is and of how it relates to language and to identity, using statements such as Kültür … demektir, Kültür … oluşur, Kültür ve dil bir milletin en önemli özelliklerindendir, Kültür dili, dil kültürü yaratır
  • drawing on their own experience of using Turkish, English and other languages in different contexts to consider how language can make people feel powerful or weak, can feel inclusive or exclusive
  • noticing how their choice of language such as forms of address, use of adjectives, nouns or pronouns when interacting in Turkish both influences and reflects relationships with people and attitudes and values
  • experimenting with ‘reading between the lines’ of unfamiliar texts such as news reports or speeches to identify values or attitudes that underlie the text, for example, editorials or news reports from different cultural contexts
  • identifying changes in ways of communicating in Turkish or English in today’s society that reflect changes in cultural and social practices, for example, Allahaısmarladık/hoşça kal! Allaha emanet ol/İyi yolculuklar
  • developing language for thinking and talking about cultural expression and representation, for example, bakış açısı,değerler, görüntü, klişe, dahil etmek, dışında bırakmak
  • identifying how words, expressions and actions reflect relationships and social hierarchies, such as the use of titles such as bey/hanım, ağa/hanımağa, usta, çırak, muavin, yardımcı, paşa, öğretmen, hoca, and considering how concepts such as respect or hierarchy are expressed in English

  VCTRU068 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCVIC009

  Create a range of bilingual texts and resources such as captions, signs, posters, digital picture dictionaries or menus to assist language learning in the classroom and in the school community

  Elaborations

  • making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries
  • composing bilingual menus for Vietnamese restaurants, paraphrasing words that cannot be translated directly
  • developing bilingual signs and notices for the school and local community, for example, Thư viện – ‘Library’, Hội trường – ‘School hall’, Trung tâm thương mại – ‘Shopping centre’, Ga xe lửa – ‘Train station’, Trạm xe buýt – ‘Bus stop’
  • creating bilingual captions for tourist attractions in Vietnam and Australia to explain their significance for example, hoàng thành (‘royal palace’), lăng tẩm (‘royal mausoleum’), núi (‘mountain’), bãi biển(‘beach’) and thành phố(‘city’)
  • creating subtitles for short video clips or descriptions for slideshow presentations of intercultural experiences such as going on holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
  • producing glossaries of cultural terms in English and Vietnamese to inform Vietnamese and Australian visitors about events in each country, such as Australia Day, Anzac Day, Christmas/New Year celebrations or Moon/food/boat racing festivals, and explaining culture-specific elements

  VCVIC009 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCVIC165

  Produce bilingual texts in multimodal and digital forms for the school and wider community, and provide subtitles, commentaries or glossaries of cultural terms in either language to assist meaning

  Elaborations

  • creating Vietnamese glossaries to accompany English texts such as dự báo thời tiết (weather forecasts), phim tài liệu về thiên nhiên (nature documentary), phim hoạt họa (cartoons) or truyện cổ tích (folk tales)
  • participating in projects to facilitate the learning of Vietnamese, for example, creating crosswords, picture dictionaries or glossaries to assist with vocabulary acquisition or revision, and simple short texts with various questions and activities to assist reading comprehension and writing development
  • composing bilingual texts for non-Vietnamese and non-English speakers, for example, subtitled animation of home energy saving suggestions, menus for Vietnamese restaurants with footnotes in English, and public signs and notices for Australian and Vietnamese contexts, paying attention to aspects of culture
  • creating captions and commentaries for short video clips or slideshow presentations of intercultural experiences such as going on a holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
  • creating tourist brochures or itineraries for young Australian travellers to Vietnam, supplying key words, phrases, and information about cultural behaviours, for example, Bao nhiêu tiền? Phòng vệ sinh ở đâu? Làm ơn chở tôi đến nhà hàng/khách sạn/phi trường, xin lỗi, cám ơn

  VCVIC165 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCVIU017

  Identify connections between cultural practices and language use in intercultural exchange, recognising how meaning may be culturally specific

  Elaborations

  • exploring how language and culture influence each other, for example, understanding the differences between Vietnamese and English name order (Nguyễn Trúc Lâm versus Truc Lam Nguyen) and its cultural significanceidentifying gestures, words and phrases with particular cultural significance in Vietnamese, reflecting traditional values such as respect for elderly people, education and social status, for example, folding arms, using both hands to offer something, and saying dạ, thưa to show respect
  • recognising that some Vietnamese social behaviours, for example, not saying ‘thanks’ or ‘sorry’, and not opening gifts straight away in front of guests, may be misinterpreted by Australians as lack of courtesy
  • examining the influence of Vietnamese culture on gestures, tone and word choices in social interactions, for example, considering how the practice of using family terms such as chú, bác to indicate informality when addressing an unrelated person reflects the value of family in Vietnamese culture
  • making connections between language and culture such as vocabulary and expressions related to people, lifestyles, and valuing of the environment, for example, con rồng cháu tiên; khéo ăn thì no, khéo co thì ấm; trời nắng tốt dưa, trời mưa tốt lúa
  • exploring how politeness is expressed differently in Vietnamese and English, for example, Vietnamese speakers use honorific words such as dạ/thưa and different personal pronouns (ông/bà, cô/chú, anh/chị), while English speakers use ‘thanks’, ‘sorry’ and ‘excuse me’

  VCVIU017 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCVIU016

  Recognise the dynamic nature of the Vietnamese language and how it has changed over time through interaction with other languages and cultures

  Elaborations

  • recognising that many Vietnamese words are borrowed from other languages such as French, for example, ba lê (‘ballet’), cà phê (‘café’), da-ua (‘yaourt’), căn-tin (‘cantine’) and gara (‘garage’), and particularly from Chinese, for example, hoàng thượng/sư phụ
  • identifying and explaining changes in contemporary language practices and social behaviours, for example, using less formal language (such as chào/thưa or chào/kính thưa) and gestures (such as nodding head or shaking hands instead of bowing head and folding arms) when greeting family members and friends rather than strangers
  • recognising and understanding new and borrowed words, phrases and concepts that have been created or incorporated as a result of contact with other cultures, for example, kimono, koala, sushi, pizza, mì Ý (pasta), bánh mì kẹp thịt (hamburger), thức ăn nhanh (fast food)
  • recognising the influence of English language and culture on own Vietnamese language use, including writing Vietnamese names in the English way (Lan Nguyen instead of Nguyễn Thanh Lan); using or mixing English with Vietnamese in daily interactions, such as Bạn làm homework chưa? Sorry! Thank you.

  VCVIU016 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCZHC089

  Reflect on personal experiences and observations of using and learning Chinese language in familiar contexts, and use these reflections to improve communication

  Elaborations

  • discussing appropriate language choices across cultures, for example, when meeting people for the first time or interacting with older people (such as a parent’s friend); how presentation of the residential address in Chinese and English reflects certain values in the different cultures
  • reflecting on their own English language use in response to their observations of Chinese speakers, for example, the words they use (slang, complex terminology), how they speak (tone, accent), and how they vary their language in different contexts and with different people
  • engaging with Chinese speakers through organised school activities (such as Skyping students at a Chinese school or welcoming visitors to own school), recording moments when difficulty is experienced in communication and reflecting on the cause of this difficulty
  • reflecting on aspects of their own identity, including what their membership of diverse groups says about who they are and what they consider important, for example, 我是澳大利亚人和日本人；我是老大；我参加学校的足球队
  • noticing how relationships with others — for example, friendship groups (我的朋友是 Lisa 和 George, 我们都很聪明), ethnic group (我是德裔澳大利亚人) — influence language choices and preferences for learning content
  • selecting information to share with a particular audience (for example, students from a sister school in China), asking: Why do I think this information is important to represent who I am? Why do I think my audience would find this information interesting and relevant?
  • comparing expressions of identity encountered in Chinese texts and interactions with their own sense of identity, for example, 他是美籍华人
  • observing interactions between Chinese speakers, and discussing the context and language use (for example, a family eating out in a restaurant, noticing seating arrangements, the background environment and how dishes are ordered and presented) and how this compares to their own experience
  • discussing how language and gesture are used to communicate in English and how these features would be understood when interacting with Chinese people; identifying how their communication styles may need to be altered when conveying ideas in Chinese

  VCZHC089 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCARC181

  Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving

  Elaborations

  • composing a cultural identity profile to exchange with non-Arabic speakers, making decisions about what points of information will be of most interest to others
  • reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures, noticing differences in the way they communicate, think and behave in different contexts
  • exploring how individual ways of communicating, thinking and behaving reflect and help to shape their own cultural identity, for example, why an Arabic-Australian teenager who speaks English better than they do Arabic and is more familiar with the Australian cultural context may view themselves as more Australian than Arabic
  • comparing and contrasting an Arabic and an Australian experience, such as الإحتفالات العائلية
  • considering how their own and others’ identity may shift according to the place and time

  VCARC181 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCARU170

  Understand and reflect on language choices made in everyday communication in order to express ideas and perspectives that relate to cultural elements

  Elaborations

  • identifying and discussing how values or attitudes are differently reflected in Arabic and English, for example, attitudes to being on time reflected in language such as لا تستعجل؛ لن تهرب الحفلة؛ لا تهتم يوجد وقت كثير , and social interactions such as expressing thanks or appreciation more or less directly, or attitudes to making an apology
  • considering how differences between ways of using language reflect cultural influences, for example,

    العبارات التي تقال في المناسبات: ألف مبروك؛ عقبى للمئة عام؛ بالأفراح والمسرّات؛ زواج مبارك

  • examining how and why language and cultural practices are interconnected, for example, by identifying religious origins or connotations associated with places such as

    كربلاء؛ مكة الكرمة؛ أورشليم المقدسة؛ ديرالزور

  VCARU170 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCARU135

  Recognise that languages change over time and influence one another

  Elaborations

  • identifying how Arabic has influenced other languages, for example, Indonesian (Kitab = كتاب, Kursi =كرسي) and Spanish (aceite = زيت), and the number system in English
  • understanding that Arabic, like all languages, is constantly expanding in response to intercultural experiences to include new words and expressions, for example,

    دردشة على الإنترنت

  • recognising that some Arabic words are derived from other languages, such as الفستق , which is borrowed from Greek to mean ‘pistachio’; or قز , which is borrowed from Persian to mean ‘raw silk’
  • understanding that some languages are continuously evolving while others are endangered or being revived, for example, indigenous languages throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia

  VCARU135 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• 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

• VCASFC117

  Create bilingual texts such as notices, displays or newsletters for use in the wider school community

  Elaborations

  • creating captions for pre-recorded signed texts to be used in a variety of school contexts, for example, a translation of the Auslan version of the school song or a ‘welcome to the school’ video
  • creating bilingual texts for use in the school community, such as informative posters that include signed images or digital library displays about Auslan, considering how to represent meaning in the two languages for different audiences
  • composing bilingual texts for class or school assembly performances, events or displays, for example, NWDP announcements
  • using bilingual online dictionaries and electronic tools to compose bilingual texts such as an online Auslan–English version of a school newsletter
  • contributing items of signed news and information to a bilingual school website or web page associated with their class, school or local community

  VCASFC117 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFC167

  Convey information in different formats to suit different audiences and contexts

  Elaborations

  • assembling an information pack about their school to support newly arrived deaf students, including a signed glossary of key people and places and simple directions to navigate the school
  • creating a rehearsed digital report/reflection in Auslan for a school website on the experience of interacting with Deaf visitors
  • presenting information for Deaf visitors at a school open day about significant school or community events, such as festivals or sports carnivals
  • presenting information using visual support to engage the interest of the wider school community in a selected Deaf organisation or community activity
  • explaining a favourite game that can be played in Auslan or English, highlighting key Auslan terms and supporting information with pictures, gestures and demonstrations
  • planning, rehearsing and delivering short presentations about their use of Auslan in different contexts, taking into account context, purpose and audience
  • explaining a procedural text to the class, such as a recipe

  VCASFC167 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCASFC155

  Describe ways in which communicating and behaving when using Auslan are similar to or different from their use of their own language(s) and forms of cultural expression

  Elaborations

  • reflecting on similarities and differences between ways of communicating in Auslan and in their first language in different social situations, for example, when greeting/leave-taking; introducing people; and using body language, facial expression and eye contact
  • comparing their own and each other’s reflections on the experience of learning and communicating in Auslan, and considering whether their attitudes or understandings have changed through this experience
  • reflecting on similarities and differences in communication that reflect culture, such as visual ways of being among deaf people and ways of sharing storytelling or jokes
  • reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed
  • reflecting on differences in forms of address in signed and spoken languages, for example, not using a person’s name when signing directly to them, unlike the common use of names in Australian English/other languages
  • identifying assumptions that they bring to the experience of learning Auslan and considering how these may change through the learning experience

  VCASFC155 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCASFC168

  Engage with a range of creative and imaginative texts, identifying and discussing ideas and characters and making connections with their own experiences

  Elaborations

  • viewing a signed narrative text and responding by drawing a storyboard that identifies and sequences key events
  • 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
  • comparing their reactions to imaginative texts that evoke positive or negative emotional responses, making connections with experiences in their own lives that have produced similar feelings
  • engaging with different examples of Deaf humour, such as 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
  • tracking and reflecting on the experiences of deaf dancers and choreographers, for example as contestants in shows such as So You Think You Can Dance

  VCASFC168 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• 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