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• VCTRC044

  Discuss the experience of switching between languages, noticing when they choose to use either Turkish or English and how each culture influences ways of communicating

  Elaborations

  • identifying and comparing instances when they switch between Turkish and English, considering why they do this in particular situations or interactions
  • comparing experiences of using Turkish and English with a particular person, such as a parent or older relative, noticing which topics or interactions fit more easily into one language than the other and considering reasons for this
  • reflecting on experiences of feeling either uncomfortable or comfortable when switching between languages, explaining why this might have been the case, for example, when translating for parents or other family members or interpreting for visitors
  • identifying adjustments they make when moving between Turkish and English at school and at home, such as using different forms of address and showing respect or affection in particular ways, discussing why these adjustments are necessary
  • reflecting on instances when their use of Turkish, English or other languages has been misinterpreted and discussing possible reasons for this

  VCTRC044 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCTRC096

  Consider the nature of identity and of cultural experience, reflecting on how their linguistic and cultural background contributes to their sense of identity

  Elaborations

  • discussing the nature of identity, including the fact that it is dynamic, changing and involves values and beliefs as well as practices and behaviours
  • reflecting on how their own identity is shaped by and also reflects the experience of living in a multicultural society, using more than one language and identifying with particular language communities
  • considering ways in which different languages offer different ways of thinking about experience, or of ‘reading’ the world; how these different standpoints influence the way meaning is made and how people think about themselves and others
  • discussing how Turkish and Australian cultural influences are reflected in their daily lives, interests, social activities and ways of thinking
  • reflecting on the relationship between language, culture and identity, for example, by identifying experiences that feel different when interacting in Turkish or in English
  • discussing whether their sense of identity changes over time, taking into account changes in language use at home, in school or in the wider and virtual community

  VCTRC096 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCTRC079

  Reflect on the relationship between language, culture and identity and on how this shapes and reflects ways of thinking and communicating

  Elaborations

  • considering how languages carry cultural meanings that may not always be understood by speakers of other languages
  • discussing whether being bilingual or multilingual allows for a more flexible sense of identity in ways that involve culture as well as language
  • exploring how ways of thinking, communicating and behaving reflect cultural identity, for example, by noticing when they identify more as Turkish or Australian, and how these shifts vary according to context and situation
  • reflecting on the experience of learning and using their home language in school, considering whether it impacts on their relationship with the language or on their sense of ‘balance’ in terms of identifying with different languages
  • creating a multimedia self-profile that captures elements of the experience of living across languages, communities and cultural traditions
  • comparing their responses to particular media representations of cultural difference or diversity
  • reflecting on how speakers of more than one language draw on a wider range of linguistic and cultural resources to make meaning of experience and to communicate with others

  VCTRC079 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCTRC041

  Create and perform expressive and imaginative texts such as stories, dance, skits or video clips based on a stimulus concept, theme or resource

  Elaborations

  • creating and performing texts to entertain others which incorporate elements such as dance, mime, singing and narration and reference values and traditions associated with Turkish communities
  • creating a video clip to launch an imagined product designed to appeal to their peer group
  • creating their own music and lyrics modelled on a traditional Turkish song such as Tren Gelir Hoş Gelir, Tin Tin Tini Mini Hanım
  • adopting the role of parent or older sibling to tell a bedtime story or sing a lullaby, using props, gestures and appropriate language
  • creating their own presentations adapted from performances they have enjoyed to perform at a school or community event, combining language, music and movements to communicate key messages and cultural expression
  • creating stories based on a theme such as values associated with Turkish communities to share with younger learners, for example, by creating Big Books, comics or digital texts

  VCTRC041 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCTRC027

  Notice and describe differences and similarities in ways of using language and interacting with people when communicating in Turkish and in English

  Elaborations

  • explaining to each other why they prefer to use either Turkish or English in particular situations or with particular people
  • noticing similarities and differences in how they use Turkish in different contexts such as at home and in the classroom, for example, using less/more formal language
  • comparing how people speak or refer to other people in Turkish and English, such as to older relatives, classmates or teachers, for example, abla, ağabey, amca, teyze, öğretmenim
  • identifying Australian English terms and expressions that might be difficult to understand for newly arrived Turkish migrants, for example, ‘bushwalking’, ‘Good on you!’
  • comparing their impressions of aspects of children’s lives in different Turkish-speaking regions as represented in video clips, television programs and stories, for example, ways of playing games, preparing and eating food, telling stories or interacting at school, home or in the community

  VCTRC027 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCTRC004

  Locate key phrases and points of information in simple texts such as messages, announcements, charts, lists or illustrated reference materials, and use the information to complete guided oral and written tasks

  Elaborations

  • demonstrating comprehension of individual words, phrases and sentences in simple spoken, written and digital texts, for example, by labelling, drawing, miming or onscreen pointing, clicking or dragging
  • locating specific details about places, events or objects featured in picture books, charts or posters, for example, by responding to questions such as, Masaldaki kişiler kimler? Nerede yaşıyorlar? Neyi kutluyorlar? Bu masal bize ne anlatmak istiyor?
  • matching items from picture dictionaries or word lists to vocabulary sets associated with particular categories, such as people, animals or food groups, for example, meyveler, sebzeler, evcil hayvanlar, çiftlik hayvanları, vahşi hayvanlar
  • collecting information from texts such as charts, calendars, posters, timetables or tuckshop menus to create their own resources, such as lists of favourite lessons, colours, animals or food
  • listening to spoken texts such as class and school announcements or recorded phone messages, identifying key words and facts, such as names, places, numbers or times

  VCTRC004 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCTRC077

  Create glossaries and annotations in English that provide explanations for cultural and contextual references in contemporary and traditional Turkish texts

  Elaborations

  • identifying and explaining cultural references in media texts such as letters to the editor or opinion pieces on issues related to traditional or contemporary Turkish culture, for example, Küçük çocukların evlendirilmesi doğru mu? Pazara kadar değil, mezara kadar
  • explaining cultural allusions in texts associated with historical, religious, national or civic events, for example, bir yastıkta kocayın, maşallah, nazar değmesin, Allah kabul etsin, bayramınız mübarek olsun, sıhhatler olsun, kolay gelsin
  • identifying terms associated with particular elements of Turkish culture and lifestyle, such as aile hayatı, batıl inanç, yemek kültürü, yayla ve Türk düğünü, discussing how they exemplify Turkish values, traditions and changes over time, and how they might be understood by non-Turkish speakers
  • creating a bilingual virtual tour of the school for new or intending students, noticing which language ‘works’ most effectively for different elements of the presentation

  VCTRC077 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCTRC062

  Consider how their personal biography, including family origins, traditions, interests and experiences, shapes their sense of identity and influences their ways of communicating

  Elaborations

  • creating written, spoken and multimodal texts, such as digital profiles, identity maps, timelines or journals, to describe significant milestones in their lives, and influential people, events or experiences that have helped shape their sense of identity
  • analysing elements of their individual identity which reflect bicultural or multicultural experience and influences, for example, arabesk/pop/özgün/türkü, halay, moda, giyim tarzı, kitap zevki, eğlence tarzı, yemek çeşitleri, futbol takımları
  • reflecting on their ways of communicating and expressing identity across home, school and social contexts, considering reasons for variations they notice
  • reflecting on how their ways of communicating might be perceived by other people, such as teachers, friends or strangers, for example, how they communicate, switch between languages or use body language
  • talking about what they mean by identity, comparing their own and others’ understandings of the concept

  VCTRC062 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCVIC124

  Participate in collaborative tasks that involve planning and simple transactions

  Elaborations

  • working together in collaborative tasks and sharing decisions about content, vocabulary and design, for example, designing a poster for a special event or creating a shared online photo album with narration of a class event
  • following procedures and instructions for shared activities, for example, making Mid-Autumn lanterns and paper cranes, or following simple recipes such as lemonade or jelly, using imperative verbs (lấy, cắt, đổ, rửa) and vocabulary for ingredients and quantities (nước quả, trái, bột, một lít, một kí-lô)
  • planning, rehearsing and producing a performance such as a song or dance for school assembly, and interacting with guest speakers or classroom visitors during special occasions such as multicultural festivals or Harmony Day
  • participating in short role-plays and games that involve taking turns, active listening, memory and information exchange

  VCVIC124 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCVIC114

  Create bilingual texts in both Vietnamese and English for the immediate learning environment such as labels, captions, wall charts and other resources

  Elaborations

  • creating bilingual identity cards that contain personal information, for example, Đây là tôi. Tôi có mắt màu đen. Tôi có tóc ngắn/‘This is me. I have brown eyes. I have short hair’
  • creating parallel cards (in English and Vietnamese) and playing matching games such as Memory or Snap
  • creating bilingual resources such as illustrated Vietnamese–English and English–Vietnamese wall charts or online flashcards for classroom use
  • creating bilingual captions in Vietnamese and English for a photographic display for the classroom about a class event or experience such as a sports day, multicultural day or school camp
  • making and displaying labels in Vietnamese and English for classroom objects

  VCVIC114 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCZHC216

  Create texts in Chinese and English, explaining the linguistic and cultural challenges of achieving equivalence of meaning

  Elaborations

  • viewing documentaries on historical events and figures and determining appropriate English equivalents for key terms with multiple meanings, for example, translating 运动 as ‘(political) movement’ rather than its more familiar meaning, ‘sport’
  • reading bilingual signs from a range of places, such as restaurants, shops, pools, schools, hospitals and construction sites, and evaluating the effectiveness of the English translations, and possible reasons for such interpretations
  • comparing word choices for signs across languages and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
  • observing others involved in interpreting meanings in bilingual contexts and identifying challenges and potential issues in mediation
  • expanding their own linguistic repertoire by exploring available choices to translate unfamiliar ideas when moving between languages, and reflecting on their own choices and preferences
  • experimenting with translations of extended texts, using a range of print and digital dictionaries and translation tools

  VCZHC216 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC164

  Plan and convey key points of information and opinions based on information drawn from a range of sources

  Elaborations

  • engaging with different representations of ideas, comparing perspectives and developing an informed position on issues relevant to their life, for example, 在中国有人说移民澳洲好，因为生活轻松； 也有人说移民澳洲不好，因为没有熟悉的家人朋友。我觉得… 因为…
  • discussing perspectives and comparing experiences and opinions relating to issues such as 独生子女政策, noting how some people focus on positive effects on society while others focus on their own personal experiences of being a 独生子女
  • collaborating to produce multimedia displays to share with readers overseas to provide a local insight into issues such as international students in Australia
  • collating information from personal research and writing reports on issues relevant to young people across cultures, for example, pressure to follow fashions and trends, bullying in schools, and inspirational people

  VCZHC164 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHC072

  Create bilingual texts, identifying similarities between Chinese and English syntax and vocabulary, and explaining how these similarities can be used when transferring culture- or context-specific ideas from Chinese into English

  Elaborations

  • producing bilingual displays about Chinese language, culture or contemporary society to share learning and knowledge with the whole school community, for example, a poster display on Chinese characters, on earthquake-prone areas such as Sichuan, on youth cultures in China, or on the Chinese community in Australia
  • creating own texts in Chinese and exploring how word choices impact on the subtlety or accuracy of intended meaning
  • considering ways of exemplifying ideas to ensure effective mediation of ideas or information as opposed to word for word translation, for example, 谢谢您！— 不谢！(‘Thank you!’ — ‘You’re welcome!’)
  • using alternative ways of expressing meanings when communicating complex ideas, for example, 一个孩子 for 独生子女
  • using print and online dictionaries to expand their own linguistic repertoire and convey subtle meanings when creating own texts, understanding the risks of word-for-word translation

  VCZHC072 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC053

  Engage with imaginative texts, observing how characters, emotions and attitudes are portrayed, express opinions about these aspects of an imagined experience and apply this knowledge in their own performances and texts

  Elaborations

  • identifying how features of performance, including the use of posture, movement, voice, images and sound, are used to convey different emotions and attitudes, for example, 她跑得很快; 音乐听起来很轻快; 森林里很暗; 我很害怕
  • writing a short dialogue about an emotion and performing it in groups
  • expressing and justifying their music preferences, for example 我喜欢这首歌，因为歌词很美
  • producing short performances, for example, a skit about celebrating Spring Festival, a simple lyric for a song about school life, or a rap about being a student of Chinese
  • noticing how emotion is expressed in song, film or poems and discussing its impact on listeners and viewers
  • reflecting on the language, beliefs and values of characters in traditional and modern literature and Chinese popular culture, and comparing different students’ responses to the same story, event, character or place, for example, viewing excerpts from contemporary films and discussing personal responses to and the sociocultural context of the film

  VCZHC053 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC034

  Exchange correspondence and create simple written material to plan future activities and events and contribute ideas

  Elaborations

  • preparing and creating photo-stories with captions to present personal information and aspects of personal experience (such as friends and classmates, extracurricular activities, daily routine, and holiday experiences) for new classmates or for class blog
  • creating short texts such as emails, letters and text messages to interact with others, for example, to invite, congratulate or thank someone
  • producing short texts such as descriptions of a place, or the rules of behaviour for different events, situations or activities
  • participating in shared blogs, exchanging information with students from sister school, for example, 你好，我叫Ann, 我是澳大利亚的学生
  • using emoticons such as >_<||| in digital communication to enhance meaning conveyed
  • using digital media to produce a publicity flier for an upcoming cultural or sporting event such as 汉语比赛

  VCZHC034 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCZHU171

  Use character and component knowledge to infer sound and meaning of new characters encountered in texts, and examine component form and function to associate the correct sound and meaning with individual characters

  Elaborations

  • using knowledge of components to select a character from options when inputting Chinese in a digital text
  • categorising words containing a common morpheme to better understand the relationship between morphemes and specific word meanings, for example, using Chinese dictionaries to explore the range of words created from common character morphemes such as 情 (情感、情趣、情形) and 性（性能、性别、性格）
  • discriminating between the functions of morphemes with related meanings, for example, 餐，饭; 做，作
  • exploring influences on word formation, for example, the school subject ‘Language’ is called 语文 in China not 汉语 or 中文

  VCZHU171 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCHHK117

  Significant causes and effects of developments and/or cultural achievements that reflect the concentration and/or expansion of wealth and power

  Elaborations

  • Vikings
    • mapping Viking expansion across Europe, weapons and shipbuilding, and the extent of their trade
    • describing Viking craft with particular emphasis on the production of weapons, for example swords, battle axes and helmets
    • outlining the key role of gods such as Odin, Thor, Frey and Freyja in Viking religion and the adoption of Christianity during the Viking period
    • investigating the construction of longboats and their role in exploration, including innovations in keel and sail design
    • describing evidence of Viking trade between Russia (Kiev) and the east (through Constantinople)
  • Medieval Europe
    • explaining the changing relations between Islam and the West (including the Crusades), analyse the causes and effects of the crusades
    • describing the features of castles and churches of the period, for example, Warwick Castle in England and Notre Dame Cathedral in Paris, as examples of the Church’s power in terms of its control of wealth and labour
    • recognising that the medieval manuscripts of monastic scribes contributed to the survival of many ancient Greek and Roman literary texts
    • examining the religious nature of illuminated manuscripts and how they were the product of a complex and frequently costly process
    • listening to the Gregorian chants of Western Christianity and exploring how they reflect the nature and power of the Church in this period
  • Ottoman Empire
    • mapping the expanding power and influence of the Ottoman Empire, explain reasons for its development, such as the fall of Constantinople in 1453 AD (CE)
    • outlining inventions and developments in the Islamic world, for example, the astrolabe, public hospitals and libraries and their subsequent adoption in the Western world
    • describing Ottoman art and architecture, for example, the Selimiye Mosque in the city of Edirne in Turkey, and Islamic geometric design
  • Angkor/Khmer Empire
    • explaining how being revered as the ‘god-king’ or ‘deva-raja’ enabled the Khmer kings to rule over the empire with absolute authority, thereby enhancing their ability to mobilise manpower to defend the empire as well as to invade neighbours
    • describing the main features of the water management system at Angkor, for example, the extensive use of reservoirs and canals
    • investigating the significance of the archaeological site of Angkor Wat
  • Mongol Expansion
    • outlining Genghis Khan’s use of decimal organisation in his army and his policies for governing his empire, for example, codifying laws, banning the killing of animals in the breeding season, supporting religious freedom, and expanding trade
    • analysing the causes and effects of the Mongol expansion as one of the largest land empires in history, including life in China before, during and after the Mongol conquest
    • mapping the expansion of the Mongol empire across Asia and Europe
  • Japan under the Shoguns
    • discussing the role of the Tokugawa Shogunate in reimposing a feudal system (based on daimyo and samurai) and the increasing control of the Shogun over foreign trade
    • explain reasons why the Shogun controlled trade
    • explaining reasons for Japan’s closure to foreigners under the Tokugawa Shogunate and the impact of US Commodore Perry’s visit in 1853
    • explaining why the use and management of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate were required
    • investigating the demand for available land and the patterns of land use in the period
    • outlining the attempts by the Tokugawa Shogunate to curb deforestation, for example imposing heavy regulations on farmers, managing the harvesting of trees, and using new, lighter and more efficient construction techniques
    • analysing the woodblock prints such as the ones created by Hokusai, geisha culture, and the development of the arts
  • Polynesian Expansion
    • locating Polynesia on a map, tracing the expansion of Polynesian settlers throughout the Pacific, and considering how they made their journeys
    • outlining different theories about the expansion, for example, west/east and east/west movement, the expansion as accidental versus intentional
    • investigating the cultural achievements of one Polynesian society, such as the Ta moko and hangi in Maori society or the moai constructed on Easter Island
    • investigating the construction of the moai (giant statues) on Easter Island (Rapa Nui), the techniques used to make and transport them, and theories about their meaning, for example, representations of dead ancestors or chiefs
  • Renaissance Italy
    • analysing the effects of the Black Death in causing the Renaissance
    • organising notes using a concept map or visual display of the significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning and the invention of the printing press
    • describing the work of Leonardo Da Vinci, for example, his artworks the Mona Lisa and The Last Supper and inventions including a rudimentary helicopter and solar power;
    • describing the work of Michelangelo for example, the Sistine Chapel paintings, David, Pieta
    • describing the thinking of Copernicus for example, seeing the sun as the centre of the universe (astronomy)
    • investigating learning in the Renaissance period, for example humanism, astrology, alchemy, the influence of ancient Greece and Rome
    • investigating the achievements of Galileo, for example improvements in the telescope and his astronomical observations
  • Spanish Conquest
    • analysing the causes of Spanish exploration and expansion including when, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered
    • explaining the arrival of Spanish conquistadores in Mexico and Peru from 1510 CE (Balboa) to 1531 (Pizarro), and their reasons, for example, seeking wealth, claiming land for their king, converting the local populations to Christianity, sense of adventure
    • explaining the siege of Tenochtitlan

  VCHHK117 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration

• VCARC022

  Convey ideas and viewpoints from a range of perspectives to various audiences in familiar contexts using different modes of presentation

  Elaborations

  • informing others about an issue of interest and upcoming events in texts such as notices and newspaper announcements, for example,

    إعلان هام؛ تحتفل الجالية العربية بعيد الأم في إحتفال كبير في الحديقة العامة يوم السبت القادم؛ الدكتورة ريم ستلقي محاضرة عن الشباب والمستقبل في الجامعة

  • producing texts such as letters, emails and speeches to convey information and personal viewpoints on topics connected to personal experiences, for particular purposes and audiences
  • organising information for an Arabic-speaking audience, for example, creating a presentation comparing different cultural perspectives on a particular topic or a video recording of a cooking demonstration
  • reporting on own and others’ experiences, such as holiday trips or school camp, and comparing own experiences with others’ using expressions such as

    بالنسبة لي الرحلة كانت ممتعة بينما أغلبية التلاميذ شعروا بالملل؛ بالرغم من الساعات الطويلة التي قضيناها في الطريق إلا إنني لم أشعر بالتّعب لكن أصدقائي كانوا متعبين

  • creating a video clip to present information or ideas to a particular audience, such as a virtual tour of the school or the neighbourhood for prospective students and their parents
  • conveying information relating to significant events, people or places in different formats, such as a poster for a concert, a profile of a famous Arabic actor, or a digital guide to a place of interest
  • creating a group presentation of ideas and words and expressions relating to aspects of lifestyle, for example,

    الرّياضة ضرورية للصحة؛ المأكولات السريعة وأضرارها؛ الألعاب الإلكترونية وتأثيرها السلبي على العائلة

  VCARC022 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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

• VCASFC208

  Recognise the complex and multifaceted nature of identity and how exploration of cultural identity in relation to a different language can provide insights and different perspectives to a first culture and language

  Elaborations

  • using photographs or digital images to create stories using elements of identity such as gender, ethnicity, social justice, disability or difference
  • reflecting on a range of filmed texts to identify examples of inclusive or exclusionary language that might impact on a person’s sense of identity, for example, the representation of deaf teenagers in the TV program Switched at Birth or the documentaries Welcome 2 My Deaf World or Deaf Teens: Hearing World, comparing these representations to their own experiences as teenagers
  • viewing and evaluating documentaries such as Audism Unveiled or commentaries by well-known members of the Deaf community on their sense of identity development in relation to growing up deaf, considering the impact of additional factors in individual stories, such as gender or race
  • creating vlogs or filmed texts to explore aspects of Deaf/hearing identity and to encourage consideration of common views among hearing communities on Auslan and the Deaf community and to reflect on what it means to be deaf, hard of hearing or hearing
  • viewing signed news and other media texts, such as episodes of See Hear or SignPost, to identify examples of discrimination, oppression or rejection experienced by deaf people, and considering how these may shape identity or affect societal perceptions of the Deaf community
  • surveying deaf people about their perspectives on the 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
  • making comparisons between different international Deaf communities in relation to perceptions/representations of Deaf identity and changing values of place and space, for example, the loss of Deaf clubs or closure of deaf schools, considering the implications of such changes on the development of Deaf identity
  • analysing notions of ‘Deaf gain’, Deafhood and audism, and sharing their response to these concepts as second language learners of Auslan

  VCASFC208 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Identity