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• VCASFC001

  Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills

  Elaborations

  • interacting with others using greetings according to relationship, context and time of day, for example: HELLO, HOW-ARE-YOU? SEE LATER, GOOD MORNING M-R-J-O-N-E-S
  • asking and answering questions about families, friends, pets, routines or pastimes, for example:
    PRO2 ARRIVE SCHOOL HOW? CAR TAXI WALK G:WELL?
    How do you get to school?
    WHAT POSS2 FAVOURITE SPORT WHAT?
    What’s your favourite sport?
    POSS1 BIRTHDAY WHEN D-E-C
    My birthday is in December.
    
  • using everyday social exchanges such as thanking, apologising, expressing wishes or congratulations, for example:
    THANK-YOU HELP-_me
    Thank you for helping me.
    SORRY A-C-C
    I’m sorry, it was an accident.
    GOOD-LUCK POSS2 RACE
    Good luck for your race.
    
  • introducing themselves or a friend to class visitors, for example:
    HELLO POSS1 NAME G-A-V-I-N SIGN-NAME:GAVIN
    Hi, my name’s Gavin and this is my sign name.
    
  • supporting interaction when socialising with their peers, for example by indicating agreement or disagreement through nodding or head shaking
  • recounting personal experiences using specific time markers such as BEFORE, AFTER, LONG-TIME-AGO, YESTERDAY
  • recounting experiences shared as a class, such as excursions or special visitors, using appropriate sequencing of information
  • describing family members, friends or teachers in terms of physical appearance and characteristics, for example:
    PRINCIPAL YOU-KNOW SHORT LONG-HAIR GLASSES?
    You know the principal? She’s short, has long hair and wears glasses.
    POSS1 BROTHER OLD++ TALL SKINNY
    My brother is older; he’s tall and skinny.
    
  • comparing likes, dislikes and preferences, for example:
    PRO1 LIKE APPLE PRO1 DON’T-LIKE ORANGE
    I like apples but I don’t like oranges.
    
  • exploring different ways of expressing emotion through the use of NMFs and lexical signs, for example:
    PRO3 TEASE-_me
    She teased me.
    NOW PRO1 HAPPY BEFORE PRO1 CRANKY
    I’m happy now but before I was cranky.
    
  • sharing their opinions about classmates or classroom resources using evaluative language and superlatives, for example:
    S-A-M RUN FAST C-H-R-I-S WOW FAST SPEED
    Sam runs fast but Chris runs the fastest.
    THAT BEST COMPUTER
    That’s the best computer.
    
  • sharing information about personal experiences or recent events, using time markers that incorporate numerals, such as THREE-DAYS-AGO, NEXT-WEEK, LAST YEAR, IN-TWO-DAYS
  • referring to family members’ and classmates’ names using fingerspelling or sign names as appropriate
  • describing class activities using plain or indicating verbs, modifying the indicating verbs some of the time, for example:
    THERE SIT BOOK READ, FINISH PUT++
    Over there we sit and read books, and when we’re finished we put them away.
    PENCIL PRO1 GIVE++
    I’ll give out the pencils.
    
  • conversing with friends using appropriate turn-taking strategies
  • asking and answering questions related to time, place, number, days of the week, months and seasons, for example:
    WHY SHOULD LOOK-_left LOOK-_right BEFORE ROAD CROSS
    Why do we need to look left and right before crossing the road?
    ONE WEEK DS:length HOW-MANY DAY?
    How many days in a week?
    
  • describing relationships between members of their family or between classmates, for example:
    PRO3 POSS1 COUSIN WE2 GOOD FRIEND.
    She’s my cousin; we’re good friends.
    POSS3 FATHER PUNISH PRO3
    Her father punished her.
    

  VCASFC001 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• Languages: About the Languages

  Learning languages in addition to English extends students' literacy repertoires and their capacity to communicate. It strengthens students’ understanding of the nature of language, culture, and the processes of communication.

  Language categories

  The languages included in the Victorian...

  Overview material | Languages

• VCIDC045

  Share experiences of learning and using Indonesian, and comment on aspects that have been accepted or rejected and how this has impacted on own identity

  Elaborations

  • monitoring own development as a learner of Indonesian, for example, recording learning and reflections in blogs, learning log or journal
  • comparing with peers experiences of learning Indonesian, and considering any impact on own identity, for example, noting own reactions when others such as teachers or extended family ask about learning Indonesian
  • creating texts that express their own identity, including their identity as a learner of Indonesian (for example, personal emblem/motto, poster, profile, photo journal, or caricature/self-portrait), and reflecting on how these may be understood from an Indonesian perspective
  • considering how own upbringing and experiences impact on their assumptions in intercultural interactions (for example, notions of leisure and free time, pocket money, backyard with swimming pool), and whether these assumptions have changed in the process of learning Indonesian

  VCIDC045 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCRAC045

  Share experiences of learning and using the language, and comment on aspects of the culture(s) studied that have been accepted or rejected and how this has impacted on the students' own identity

  Elaborations

  • monitoring own development as a learner of the language, for example, recording learning and reflections in blogs, learning log or journal
  • comparing peers experiences of learning the language, and considering any impacts, for example, noting own reactions when others such as teachers or extended family ask about learning the language
  • creating texts that express their own identity, including their identity as a learner of the language (for example, personal emblem/motto, poster, profile, photo journal, or caricature/self-portrait), and reflecting on how these may be understood from another perspective
  • considering how own upbringing and experiences impact on their assumptions in intercultural interactions (for example, notions of leisure and free time, pocket money, living in house with backyard ), and whether these assumptions have changed in the process of learning the language

  VCRAC045 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCDEU136

  Make connections between culture and language use, for example, by identifying vocabulary and expressions that reflect cultural values, traditions or practices

  Elaborations

  • comparing terms across German-speaking cultures, for example, Liebchen/Liebling, mein Schatz, Spitznamen
  • recognising that language carries cultural ideas, for example, Sommerbeginn, which is officially 1 December in Australia but 21/22 June in Europe; hitzefrei (‘heat-free’), referring to the practice of dismissing students early from school if a certain temperature is reached or forecast; or Wald, the setting in many German fairy tales
  • recognising character traits and values, such as those of animal characters in German stories, for example, the wolf in Rotkäppchen, and comparing them with familiar Australian stories
  • learning how to communicate about culture and language using terms such as ‘meaning’, ‘difference’ and ‘behaviour’
  • discussing parallel expressions such as ‘G’day’/Tag, ‘morning tea’/Kaffeepause and ‘Bless you’/Gesundheit

  VCDEU136 | Languages | German | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCASFC242

  Translate and interpret different types of familiar texts and consider the effectiveness of examples of different translations, considering the role of culture when transferring meaning from one language to another

  Elaborations

  • viewing and discussing online Auslan translations, such as the Catching Fire series of safety videos
  • experimenting with literal Auslan translations of popular English idioms, noticing when this creates confusion (for example, raining cats and dogs) and recognising the nature and function of cultural elements of communication and how these influence language use
  • comparing different translations of online Auslan and English public announcements and government policy/information texts in terms of approaches to translation, for example in relation to free versus literal
  • comparing their own translations of short texts from Auslan to English and vice versa with those of their classmates, noting variations and discussing possible reasons for these
  • recognising the need to sometimes recast language and considering why one language may use more words/signs than another to communicate a particular meaning, for example, when Auslan uses spatial concepts or depicting signs to describe an event such as the scene of a car crash, which will take longer to explicate in a linear spoken language
  • translating poems, short stories or songs such as ‘I Am Australian’ from English into Auslan
  • exploring the role and function of Deaf interpreters and differences between Deaf interpreters and Auslan–English interpreters
  • researching aspects of available interpreting services in their area, for example, qualifications required for employment, and issues of interpreting and translating in specialised contexts such as health, education or legal settings
  • developing guidelines on culturally appropriate and ethical behaviour when interpreting and translating, for example explaining ways people should act in interpreting contexts and considering potential consequences of inaccurate interpreting
  • interpreting very simple interactions or role-plays between deaf students or guests and non-signers, such as a hearing teacher, librarian or canteen manager
  • participating in an excursion to an interpreted theatre event, with prior knowledge of the text/story, attending to the interpretation for discussion later in class

  VCASFC242 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFC078

  Analyse different types of imaginative, creative and performative texts, considering how different techniques and modalities are employed to communicate with different audiences

  Elaborations

  • analysing examples of signed performance poetry, identifying patterns and conventions such as repetition of handshapes and movement paths of signs to create rhyme and to convey meaning
  • interpreting visual representations of Deaf experience, including the use of metaphors, perspectives, colours and textures in visual art forms such as sculpture, painting, photography, printmaking or ceramics
  • responding to forms of Deaf art that challenge perceptions and stimulate discussion, such as the work of Christine Sun Kim or members of the Australian Theatre of the Deaf or Deafinitely
  • comparing responses to imaginative texts that present particular values or points of view, for example, Deaf slam poetry
  • reflecting on the multilayered dimension of signed narrative, identifying how dynamic handshapes, facial expressions and body movements provide simultaneous narrative, commentary and emotional expression
  • comparing different recordings of signed storytelling, for example of young children making up stories or older people telling traditional tales, noticing differences in their language
  • comparing their interpretations of/responses to performances by deaf comedians, storytellers or poets
  • viewing and reviewing media texts that use aesthetic, artistic or realistic techniques to interpret and communicate dimensions of the Deaf experience, for example the documentary Deaf Jam (2011)
  • exploring the use of technology in Deaf art, film or performance, for example to help build mood or emotional expression
  • identifying relationships between elements such as imagery or signed sequences in texts such as ballads, free verse or narratives, for example by working with Auslan translations of Shakespearean texts
  • responding to signed poems that use extended metaphor to communicate values and ideas or to express emotional experience, for example, ‘Butterfly Hands’ by Walter Kadiki
  • comparing the visual nature of signed narratives with oral traditions of Indigenous cultures
  • analysing responses of hearing audiences to deaf performances, for example by evaluating comments made by judges on reality/talent television shows
  • discussing the complexity of live theatre performance interpretation and the use of deaf interpreters and consultants
  • creating highly complex narratives combining and switching between ways of reference, for example, CA, DS, lexical signs and frames of spatial reference

  VCASFC078 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCASFC206

  Consider the dynamic nature of translating and interpreting and the role of culture when transferring meaning from one language to another

  Elaborations

  • experimenting with literal Auslan translations of popular English idioms, noticing when this creates confusion (for example, ‘raining cats and dogs’) and recognising the nature and function of cultural elements of communication and their impact on language use
  • comparing different translations of online Auslan and English public announcements or government policy/information texts in terms of approaches to translation, for example, free versus literal translation
  • using different resources, including online dictionaries and footage, to assist in translation, for example by comparing individual translations, back-translations and reviewing useful references
  • viewing and discussing the quality of online Auslan translations, such as the Catching Fire series of safety videos
  • recognising the need to sometimes recast language, and considering why one language may use more words/signs than another to communicate a particular meaning or concept, for example, Auslan uses spatial concepts or depicting signs to describe the scene of a car crash, which will take longer to explicate in a linear spoken language
  • translating small chunks of unfamiliar English text such as a news update from an autocue or poster card into Auslan in consecutive mode
  • providing annotated examples of translations of poems or other text types, identifying challenges involved in transferring meaning, expression, culture or mood
  • translating songs, poems or short stories from English into Auslan, for example, ‘I Am Australian’
  • exploring the role and function of Deaf interpreters and differences between Deaf interpreters and Auslan–English interpreters
  • researching aspects of available interpreting services in the area, for example, qualifications required for employment, ethical considerations, and issues of interpreting and translating in specialised contexts such as health, education, legal settings
  • developing guidelines on culturally appropriate and ethical behaviour when interpreting and translating, for example explaining ways people should act in interpreting contexts, considering potential consequences of inaccurate interpreting
  • role-playing interpreting in a range of contexts, for example, in a shop or at a sports match
  • participating in an excursion to an interpreted theatre event, with prior knowledge of the text/story and attending to the interpretation for discussion later in class

  VCASFC206 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCIDC110

  Translate informative and imaginative texts from Indonesian to English and vice versa, comparing own interpretations with others and discussing what differs and why

  Elaborations

  • translating texts such as signs, announcements, notices, songs, advertisements, or extracts from stories and films, and then comparing own translation with peers’, discussing differences between versions and considering reasons for these
  • analysing texts for culture-specific terms and expressions (for example, masuk angin, kerok, nasi sudah menjadi bubur) and considering how best to represent these in another language
  • analysing a familiar text in its translated form (for example, a nursery rhyme, children’s story, advertisement or web page translated into Indonesian), noticing what has or has not been effectively translated, and considering what the challenges are and how the text could be improved
  • finding ways to represent culture-specific expressions — for example, geography (‘suburb’, RW/RT, tanah air), food (‘wheat/dairy free’, halal, gurih), and values (‘equality’, gotong royong) — such as by adding a brief description or explanation, for example, ‘pendopo, a kind of outdoor meeting area or pavilion’
  • using print dictionaries and electronic translators to support the translation process, including doing ‘back translations’, noticing when a word or expression does or does not translate readily and considering why

  VCIDC110 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCLVC161

  Explore their own sense of identity, including elements such as family, friends, interests, membership of groups, and consider markers of identity that may be important across all cultures

  Elaborations

  • creating a class wall chart or family tree, labelling with appropriate kinship terms (Aboriginal and Torres Strait Islander students may be able to source information about their totems/moieties and other affiliations from home, family and community sources)
  • investigating and discussing, as culturally appropriate, the meaning of personal, family and other names and their significance as markers of identity
  • working with respected community members to map community-wide links between families according to known kin links
  • designing visual representations, such as concept maps, posters or captioned slide presentations, of their group memberships, for example, friendship, family, sporting, interest and community groups, moieties, and discussing what such membership means to their sense of identity
  • creating a profile to capture their sense of personal identity, for example, through an avatar or montage, using key words and expressions and commenting on the significance of particular events, influences or interactions
  • considering how their individual upbringing and experiences impact on their assumptions/attitudes when participating in intercultural interactions, for example, in relation to notions of leisure/free time or family and community responsibilities
  • talking about ways local Aboriginal communities express elements of their shared identity, for example, through behaviours associated with sporting teams, distinctions between coastal versus inland communities, through community events and profiling of identities from their community
  • noticing and comparing their use of words or expressions from different languages when communicating in English and discussing how this relates to their sense of identity
  • monitoring their development as learners of the language, for example, by recording learning experiences, reflections in blogs, learning logs or journals
  • identifying markers of identity that may be important across all cultures, for example, family, community, location, language, age, gender
  • exploring the concept of collective identity by designing an item, such as a language flag or artefact, that incorporates elements of importance to the language/community

  VCLVC161 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Identity

• VCASFC062

  Translate and interpret unfamiliar texts in Auslan or English and compare their translation to those of their classmates, considering why there might be differences in interpretation and how language reflects elements of culture and experience

  Elaborations

  • identifying Auslan phrases and expressions encountered in unfamiliar texts that do not translate literally into English, comparing their interpretation with those of their classmates
  • considering possible consequences of lack of equivalence between Auslan and English words and phrases in terms of intercultural communication, providing examples from their own experience
  • analysing an Auslan version of a frozen text such as the Australian National Anthem, considering why some words or expressions require freer translation than others
  • developing in consultation with deaf Aboriginal and Torres Strait Islander students and elders an Acknowledgement of Country in Auslan that is appropriate to their school location for use in gatherings, events and school assemblies
  • paraphrasing and summarising short Auslan texts containing unfamiliar content, providing simple translations in written English
  • translating simple filmed texts in Auslan into transcribed written English captions
  • shadowing quality signed texts in Auslan as a pre-interpreting skill and as a means to enhance presenting skills and confidence as a subset of interpreting skills
  • comparing translations in Auslan, BSL and International Sign of stories such as ‘Little Red Riding Hood’ to Auslan versions of the same stories, discussing differences in vocabulary and approaches to translation on a free to literal continuum
  • comparing their own translations of short set texts in Auslan or English with those of their classmates, noting variations and discussing possible reasons for these
  • observing and interacting with deaf guests to the classroom who use different signed languages, such as ASL or a traditional signed language used by deaf Aboriginal and Torres Strait Islander people, identifying any differences between languages and acting as interpreter with support
  • evaluating different interpretations of selected texts, using translation resources such as Mac software, digital dictionaries and online materials, considering questions such as Does this represent the exact meaning? What other ways could this be interpreted or translated?
  • explaining the role of accredited Auslan–English interpreters and that of Deaf interpreters in the Deaf community, demonstrating through role-play correct protocols for working with interpreters
  • exploring metaphors used in Deaf art and discussing whether these translate well to the hearing world
  • role-playing basic sight translation techniques with simple, school-specific or everyday texts, using an autocue or text and signing the translation to camera
  • developing a written English glossary of terminology in relation to sign language translation and interpreting

  VCASFC062 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCLVU164

  Expand vocabulary in the language through word-formation processes and recognise and use simple language structures

  Elaborations

  • exploring known word formation processes, for example, changing a word with the addition or change of a suffix or prefix to convey different meanings
  • constructing expressions that refer to people, places, things and events using:
    • nouns and adjectives in phrases, for example, compound nouns, reduplications and nominalisations, adjectives without an associated noun
    • sentences without verbs, for example, ‘This (is) my bag’
    • pronouns, for example, personal, kinship, demonstrative and interrogative in all persons and numbers
    • determiners and quantifiers, for example, ‘some’, ‘every’, ‘other’, ‘few’, ‘much’, ‘all’, and words for groups
    • marking to indicate possession and other types of association, for example, ‘Let’s go for water’
    • transitive and intransitive verbs
    • verbs of stance used in existential expressions, for example, ‘There is a creek lying near the road’
    • verbs to talk about actions, processes, thoughts and feelings
    • moods of verbs, including statements, questions, imperatives, commands, intention, purpose, likelihood, reported speech
    • negation
  • expressing time, manner, attitude and place according to available language resources, such as:
    • tenses, including past, present and future/non-past
    • temporal expressions, for example, day–night cycle, lunar and seasonal cycles, ‘before’, ‘after’, ‘soon’, ‘recent’, ‘long ago’, expressions for cosmological time
    • expressions of frequency, for example, ‘often’, ‘always’, ‘once’, ‘briefly’
    • attitudinal particles, for example, ‘maybe’, ‘it is said’, ‘what do you say?’, ‘would you mind?’, ‘you see’
    • locational cases, for example, ‘in’, ‘an’, ‘at’, ‘near’, ‘besides’, ‘to’, ‘towards’, ‘from’
    • adverbs of manner, location and time, for example, ‘again’, ‘more’, ‘in turn’, ‘too late’, ‘as well’
    • structuring and linking clauses, for example, using coordination, subordination, embedding
  • understanding that rules vary between languages, for example, in relation to word-formation, word order at phrase and sentence level
  • making comparisons and identifying patterns in and between languages, for example, free and fixed word order, tenses in verbs, use of affixes versus prepositions
  • noticing similarities between particular vocabulary sets in languages from the same region, such as words for body parts, kinship terms
  • developing metalanguage for talking about language, for example, noun phrases, suffixes, prefixes, tense, transitivity, using resources from both the language and English

  VCLVU164 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Systems of language

• VCASFC080

  Translate Auslan and English texts composed for different audiences and contexts and consider the dynamic nature of translating and interpreting and the role of culture when transferring meaning from one language to another

  Elaborations

  • experimenting with literal Auslan translations of popular English idioms, noticing when this creates confusion (for example, raining cats and dogs) and discussing how to interpret such idioms accurately
  • comparing online Auslan and English public announcements and government policy/information texts in terms of different approaches to translation and preservation of content, for example, free versus literal
  • viewing and discussing the effectiveness and accuracy of online Auslan translations, such as the Catching Fire series of safety videos or the emergency disaster preparedness videos
  • trialling different resources to assist in translation, including online dictionaries and footage, for example by comparing individual translations, back-translating, and reviewing useful references
  • considering the nature of translation with reference to different strategies such as decoding literal meaning (word for sign), reading for meaning (sense for sense) and cultural reading (between the lines)
  • recognising the need to sometimes recast language and considering why one language may use more words/signs than another to communicate a particular meaning or concept, for example, in relation to the use of space and depicting signs in Auslan in describing a scene compared to the linear spoken modality of English
  • critically evaluating the accuracy and effectiveness of English subtitles to an Auslan text, for example the range of community service Auslan messages produced by the Deaf Society of NSW
  • providing annotated examples of translations of poems or other types of text, identifying challenges involved in transferring meaning, expression, culture and mood from one language to another
  • comparing examples of BSL and Auslan literature and evaluating translations from both/each into English, for example of poems by Dorothy Miles or Walter Kadiki
  • translating suitable jokes, songs, poems, stories or plays from English into Auslan and vice versa
  • analysing existing translations of texts, such as short subtitled films or TV programs containing deaf characters using various sign languages, making comparisons with their own translations into Auslan or English and reflecting on identified variations
  • identifying the range of reference materials and resources available to assist in language documentation and translation tasks, for example ELAN, and exploring how to use them
  • researching aspects of available interpreting services in their area, for example, the role of interpreters, qualifications required, ethical considerations and issues associated with interpreting and translating in specialised contexts such as health, education, legal settings
  • exploring the role of deaf people as Deaf interpreters and as language consultants on interpreted theatre events, considering the work this involves and the skills needed for it
  • considering culturally appropriate and ethical behaviour when interpreting and translating, for example by explaining appropriate behaviour in interpreting contexts and considering potential consequences of inaccurate interpreting
  • analysing codes of ethics of interpreters, comparing existing codes in Australia, such as the ASLIA and AUSIT codes, and developing simple translations of the main principles of each code
  • role-playing the part of a Deaf interpreter for unfamiliar deaf guests who are non-conventional Auslan users or users of another signed language in a simple context such as an interaction in a library
  • comparing signed texts in International Sign with translated Auslan versions created by students, using H3 broadcasts as a resource
  • participating in formal situations where interpreters are working, discussing observed translation choices made

  VCASFC080 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFC145

  Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes

  Elaborations

  • asking each other about their daily routines, interests or pastimes, for example:
    PRO2 ARRIVE SCHOOL HOW? CAR TAXI WALK G:WELL?
    How do you get to school?
    PRO2 REGULAR GO-TO-BED WHAT TIME?
    What time do you go to bed?
    WEEKEND OR HOLIDAYS, WHAT D-O?
    What do you do in your free time?
    
  • recounting personal experiences using specific time-related signs and conjunctions, such as BEFORE, AFTER, LONG-TIME-AGO, for example:
    LONG-TIME-AGO PRO1 FLY NEW ZEALAND
    A long time ago I went on a plane to New Zealand.
    
  • recounting classroom events using some indicating, plain and depicting verbs
  • describing activities they have completed, interests or favourite pastimes, using modifications to show manner, for example:
    PRO1 WORK LITTLE, LATER WORK-REALLY HARD
    I worked on it a little bit, then later I worked really hard on it.
    PRO1 SWIM-_fast SWIM-_slow
    I swam really fast till I got tired and slowed down.
    
  • expressing preferences in relation to people, places or things, for example:
    PRO1 LIKE THAT, THAT, BUT THAT BEST BOOK
    I like that one, and that one, but that one is the best book.
    
  • interacting with members of the Deaf community to share details of their personal worlds
  • identifying significant people in their lives, such as family members or friends, describing their appearance, characteristics or personality, for example:
    PRINCIPAL YOU-KNOW LONG-HAIR GLASSES?
    You know the principal? She has long hair and wears glasses.
    POSS1 BROTHER OLD++ TALL REAL FUNNY
    My brother is older; he’s tall and really funny.
    

  VCASFC145 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising