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• VCASFU248

  Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or conditional forms, and develop awareness of how signers use constructed action and depicting signs in composite utterances

  Elaborations

  • observing that some noun groups are not signed overtly, particularly if maintaining the same referent rather than introducing a new one
  • distinguishing between the citation form of a sign and the adverbial NMF overlaid and what meaning each part carries, for example: MAN SPRINT (base form), MAN SPRINT-_fast (manner added)
  • recognising that signers can give information about how a verb happens over time by changing the movement, for example, signing WATCH versus WATCH-_{for-a-long-time}, or with lexical signs such as WATCH AGAIN++
  • recognising that some adverbs modify adjectives, not verbs, for example VERY, and that these modifications to adjectives can also be expressed with NMFs, for example changes in mouth patterns and movement of signs can intensify adjectives, for example, RED-_really, PLEASED-_really, TALL-_really
  • recognising that typically signers use DSs to show spatial relationships, not separate signs such as ON or UNDER
  • recognising how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
  • recognising that clauses can also be joined through particular NMFs
  • noticing that clauses can be linked equally or unequally, where one clause depends on another
  • recognising that the element of a clause that a signer wants to focus on most in Auslan is sometimes moved to be signed first and that this process of topicalisation involves particular NMFs
  • noticing that clauses are elaborated and made more vivid by adding adjectives and adverbs and by enacting or using DSs
  • realising that in many clauses signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with DS, periods of CA and other gestural elements
  • noticing when signers are using composite utterances, for example those that include elements of CA, DSs, points and lexical signs, and how that affects the structure of a clause

  VCASFU248 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCARU029

  Understand rules of pronunciation and intonation and writing conventions, and apply these to own constructions to enhance meaning and aesthetic effect

  Elaborations

  • distinguishing the pronunciation of (الشدة) and (التنوين )
  • using the rhythms of the Arabic language, including intonation, tone and stress, to increase fluency and enhance expression
  • recognising that certain letters in Arabic appear in different variations, for example, ت؛ ة
  • applying spacing rules between words and using their knowledge of writing conventions to expand on ideas in written texts
  • making choices in relation to the use of punctuation such as ( ؛) and adjusting the flow of ideas, increasing text cohesion and enhancing expression
  • recognising the need for pauses or changes of tone in complex sentences with embedded clauses
  • understanding that there are variations in both spoken and written Arabic across different countries and regions, and analysing the reasons for such variations, for example, سوريا/سورية؛ ناديا/نادية؛ فاديا/فادية
  • noticing how tone can convey emotions and shade meaning, such as distinguishing between colloquial or formal language, for example, حقًا؟ يا إلهي! تعال إلى هنا حالاً!
  • using Arabic pronunciation and spelling rules when listening to and reading authentic texts, and evaluating their own spelling and pronunciation in relation to their understanding and expression

  VCARU029 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFC224

  Translate and interpret short texts from Auslan to English and vice versa, noticing which concepts translate easily and which do not

  Elaborations

  • recognising that every language uses words or signs to make meaning
  • identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet
  • identifying and comparing key signs and words in Auslan and English versions of familiar texts such as short stories or fairytales on the Auslan Storybooks website, noticing how signs can convey rich, multilayered meaning which might not have a direct match in English
  • shadowing a story in Auslan as a pre-interpreting skill, noticing which phrases and concepts need more unpacking
  • demonstrating the use of Signbank, for example by using it to look up various meanings of the word ‘run’, comparing variations in signs for the concept in different contexts, and using it to translate Auslan into English and vice versa
  • translating simple filmed texts in Auslan into written English captions
  • sight translating short English texts such as news articles or short speeches into Auslan for review by their peers
  • considering the bimodal nature of Auslan–English interpreting and discussing the possibility of consecutive and simultaneous interpreting of information in communicative exchanges

  VCASFC224 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC029

  Describe some ways in which Auslan and associated communicative behaviours are similar to or different from wider community spoken languages and forms of cultural expression

  Elaborations

  • reflecting on their observations of similarities and differences between ways of communicating in Auslan and in Australian English in different social situations, for example, when greeting/leave-taking, introducing people or using body language, facial expression and eye contact
  • considering the impact of the increased use of Auslan among their hearing peers when members of their school community are learning Auslan, and reflecting on their experience of interacting with these learners
  • comparing their own and each other’s reflections on the experience of learning and communicating in English as a second language
  • reflecting on similarities and differences in communication that relate to culture, such as the extent of incidental learning available to hearing children compared to deaf children through interaction with their external environment, for example by overhearing conversations or news on the radio
  • reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed, and considering how this differs for hearing students in a spoken language environment
  • describing how it feels to use Auslan to communicate outside their inner circle or school, or to watch Auslan being used by others, for example by responding to questions such as What are the main differences you notice when observing a conversation between deaf people and one between hearing people?

  VCASFC029 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCDEC163

  Participate in intercultural experiences, demonstrating awareness of the importance of shared understanding, and reflecting on adjustments made as a result of reactions and responses

  Elaborations

  • participating in cultural experiences, such as eating at a Swiss restaurant/café in Australia, watching a German soccer match or Austrian skiing competition, or listening to a pop group performance on Radio Liechtenstein, and reflecting on cultural similarities and differences that are manifested through language
  • reflecting on how some personal or community ideas and actions in the Australian context may be perceived by German speakers, for example, being able to go camping all year round or taking into account the vastness of Australia when planning a holiday, and discussing possible implications
  • observing and recording aspects of language (such as register and use of the imperative) and cultural behaviour that need to be modified when communicating in German, depending on audience and social context
  • reflecting on and explaining which aspects of culture and language use can be comfortably adopted and where adjustments should be made, such as the use of Sie and titles (Herr Dr. Meier), wearing of Hausschuhe, placing payment and receiving change on a tray rather than in the hand in a shop
  • providing advice for others in intercultural situations where it is difficult to make oneself understood clearly or to understand the other speaker

  VCDEC163 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCELU114

  Recognise and reproduce the sounds and letters of the Greek alphabet, identifying how they are represented in words, and read vowel–consonant combinations, including the most common digraphs/diphthongs such as oυ and μπ

  Elaborations

  • building phonic awareness by pronouncing and writing alphabet letters with familiar sounds, for example, Οο, Ιι, Εε, Αα, Κκ, Ττ, Λλ, Ππ, Σσς, Μμ, Νν, Ηη, Υυ, Ωω, Ββ, Ζζ, Φφ, and building to more unfamiliar sounds, for example Γγ, Ρρ, Δδ, Θθ, Ξξ, Ψψ, Χχ
  • experimenting with sounds, rhythms, intonation and stress
  • noticing that there are 24 letters in the Greek alphabet with individual names and that there are upper case and lower case letters, seven vowels and 17 consonants, and that ‘ς’ (τελικό σίγμα) only appears on the ends of words
  • locating and highlighting specific alphabet letters and accent marks in names, and categorising names according to their first consonant
  • developing pronunciation and intonation skills by singing, reciting and repeating alphabet names in context, for example, songs
  • focusing on those letters that are different and initially difficult and correctly pronouncing words starting with the sounds Ψψ and Ξξ (ψάρι, ξύλο), recognising that these two sounds only appear in the middle or at the end of words in English
  • recognising and making simple syllables from vowel–consonant combinations, for example, μα, με, μη, μι, μο, μυ, μω and understanding that syllables can be joined together to make words such as α-λά-τι and μά-τι
  • recognising the most common digraphs, including ου as in μου and μπ as in μπαμπάς

  VCELU114 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCHIU102

  Understand the relationship between the sounds of spoken Hindi and elements of the Devanagari script, such as the writing of conjunct characters and the combinations of consonants and matras

  Elaborations

  • building phonic awareness by recognising and experimenting with sounds and focusing on those that are new and initially difficult, for example, त, थ, ग, घ, ट, द, ध।
  • learning how the Hindi sound system is conventionally represented in the Devanagari sound system by the use of 13 letters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)
  • recognising that a line on the top joins letters to make words in addition to leaving spaces between words बस, घर। अब घर चल।
  • recognising the matra form of vowels, such as ि, ी, and distinguishing long and short vowel sounds such as ि, ी
  • identifying and practising pronunciation of vowel sounds in conjunction with consonants कइ/कि, कई/की
  • understanding the formation of conjunct consonants such as क्ष, त्र, ज्ञ
  • imitating discrimination of unaspirated and aspirated sounds such as क-ख, द-ध।
  • understanding that Hindi vowels can be pronounced with a nasal quality added to them which is represented by either a (चँद्रबिंदु) or (बिंदु) above the headstroke, for example, हाँ, मैं
  • learning how the under-dotted characters क़, ख़, ग़, ज़, फ़ are used to represent loan sounds in Hindi from other languages such as English, Persian, Arabic, Turkish and Portuguese
  • understanding conventions by which new loan words are written in Hindi, for example, the way in which English ‘t’ and ‘d’ sounds are represented normally as ट and ड, the replacement of English ‘th’ sounds by थ and the ways in which English vowels such as short ‘a’ sounds are replaced by Hindi vowel sounds such as in डॉलर versus डालर

  VCHIU102 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCLVU186

  Expand vocabulary and understand and use a range of vocabulary sets and grammatical structures that are available in the language

  Elaborations

  • understanding case and case marking on nouns, pronouns and adjectives
  • explaining how verbs can be derived from nouns and vice versa, comparing with similar processes in English and other known languages
  • composing and varying messages according to the available resources of the language, such as:
    • suffixes, including ‘having’, ‘for want of’, ‘similar to’, ‘like’
    • verbless sentences, for example, equative, descriptive, possessive
    • verb categories, including intransitive, transitive, causative, inchoative, reflexive–reciprocal
    • verb aspect, including continuous, transitory, perfective, imperfective
    • verb-stem morphology, including compound verbs, reduplicated verbs, habitual/characteristic, derivation (nouns into verbs)
  • expressing time, manner, attitude and place, according to the available language resources, such as:
    • elaborations of past tense
    • temporal expressions, for example, ‘beforehand’, ‘afterwards’, ‘too late’, ‘originally’
    • expressions of frequency, immediacy and duration, for example, ‘persistently’, ‘at once’, ‘a few times’, ‘for a while’
    • attitudinal words, particles and interjections, for example, terms expressing endearment, embarrassment, shame or pity
    • locational cases as used in locative phrases, and extensions of these, for example, expressing origin or causation
  • structuring and linking clauses, focusing on issues of agreement with transitive and intransitive verbs, using verb-linking devices, for example, serialisation and embedding
  • discussing lexical and grammatical relationships between the language and other languages of the region, for example, common words and structures
  • discussing grammatical and lexical contrasts between the language and English/ other known languages, for example, the figurative use of language, vocabulary associated with specialised domains

  VCLVU186 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• VCTRC078

  Reflect on their language choices and styles of communicating when interacting with speakers of different languages, identifying strategies that assist in intercultural communication

  Elaborations

  • comparing reflections on successful or unsuccessful intercultural communication, identifying factors such as social relationships, age, status, values and traditions
  • discussing the concept of shared responsibility in relation to intercultural communication, considering how effective interaction involves elements of noticing, analysing, reflecting, responding and adjusting
  • comparing ‘repair and recovery strategies’ that can be used to respond to miscommunication between speakers from different language and cultural backgrounds, for example, self-correction, asking for repetition or clarification, rephrasing, considering the other person’s standpoint
  • considering which language they are more comfortable using when expressing particular feelings, ideas or experiences, for example, başından geçenleri anlatmak, korkmak, şaşırmak, üzülmek, heyecanlanmak, sayı saymak

  VCTRC078 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCASFC010

  Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community

  Elaborations

  • describing themselves as belonging to their family and to social groups such as their class or age cohort of deaf children
  • exploring concepts of difference and sameness
  • representing their relationships with others by drawing pictures, adding captions to photos, creating posters or digital presentations to depict their family, labelling immediate and extended family members as deaf or hearing
  • identifying themselves as members of different groups and describing their relationships with deaf, hard of hearing and hearing children, family members, the Deaf community and the wider ‘hearing’ society
  • identifying and describing physical markers of identity among deaf children, for example hearing devices such as hearing aids, cochlear implants and FM systems
  • identifying and discussing their own and each other’s family names, given name/s and name signs
  • identifying elements of their behaviours or relationships that mark their individual or Deaf community identity such as the use of Auslan
  • identifying places that are significant to them personally and are important to their identity
  • exploring relationships between place, space and people, considering why some places and spaces make deaf people feel comfortable and promote a sense of belonging, for example those that facilitate face-to-face communication
  • considering roles and responsibilities in relation to membership of a Deaf community, for example by describing how they can help others to be aware of their communication preferences in the classroom or with extended family
  • exploring their shared experience as ‘people of the eye’, for example by identifying the importance of space for waving or using flashing lights to gain attention or to give visual applause

  VCASFC010 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Identity

• Korean - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken Korean to interact with peers, teachers and other Korean speakers in face-to-face, local and virtual communications. They exchange information and opinions about personal and immediate interests and experiences and about broader topics of...

  Level description | Languages | Korean | 7–10 Sequence | Levels 9 and 10

• VCHIU120

  Recognise regularities and irregularities of spoken Hindi and conventions of the written script, and apply these to their own language production in increasingly complex ways

  Elaborations

  • recognising and practising the spelling of words that involve combinations of pronouns and postpositions that lose the inherent ‘a’ inside a word in the representation in Devanagari script, such as in उसका, and understanding how the loss of the inherent ‘a’ at the end of a verb stem is not represented in Devanagari, for example, सुनना/सुनता
  • explaining and applying basic rules of Hindi pronunciation, spelling, punctuation and intonation
  • applying phonic and grammatical knowledge to the spelling and writing of unfamiliar words
  • recognising how words can be formed from base words and understanding how prefixes and suffixes change the meaning of words, for example, जीव, सजीव, जीवंत and the impact this has on pronunciation
  • recognising and understanding the impact on Hindi pronunciation and spelling in Devanagari of elements of direct forms of Sanskrit words (तत्सम words) and of derived forms (तद्भव words), understanding that both forms can be used in different contexts, for example, क्षेत्र for field in an abstract sense and खेत for a field for farming
  • increasing control of regular and irregular elements of spoken and written Hindi, such as the influence of accents and expressions on pronunciation and their impact on spelling, for example, the use of वो in spoken Hindi in place of वह in written Hindi
  • recognising the impermanent and fluid nature of spoken language and how it is influenced by local customs, cultures and regional languages, for example, the addition of honorifics such as ताई to women’s names by Marathi speakers and देवी to married women’s names by Biharis
  • recognising and responding to challenges associated with clarity and pace in audio texts, such as station or airport announcements or recorded phone messages

  VCHIU120 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCIDU034

  Make connections between cultural practices and language use, such as specific vocabulary and expressions

  Elaborations

  • noticing how gestures differ between cultures, for example, Indonesian people beckon with palm down and moving all fingers
  • understanding that meanings of facial expressions can vary across cultures and that the same expression can convey various emotions, for example, in Indonesia smiling may also reflect confusion, shyness, nervousness, embarrassment or offence
  • showing awareness that language carries cultural ideas, for example, upacara compared to ‘assembly’; padi/beras/nasi compared to ‘cooked/uncooked rice’; and kaki lima, becak, and warung and congklak, which have no equivalent in English
  • recognising character traits and values in Indonesian stories, for example, animal heroes in fables are native animals in Indonesia, Si Kancil and Harimau, and comparing these to familiar Australian stories
  • analysing which aspects of own language use might seem ‘strange’ from an Indonesian perspective and why, for example, practices such as barbecuing and Australian Rules football, and names for native animals, currency and foods

  VCIDU034 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCESU179

  Investigate the nature and extent of Spanish language use in both Australian and global contexts

  Elaborations

  • recognising that Spanish is an important world language spoken in a range of varieties, accents and grammatical variations across the Spanish-speaking world, for example, by identifying Spanish-speaking countries or regions on a world map
  • understanding the nature of the distribution of Spanish speakers across the world, not only in countries where Spanish is an official language but also in other countries such as the United States and the Philippines where the Spanish language and cultures have an important presence
  • exploring language variation in relation to vocabulary, for example, ‘strawberries’ are fresas in Spain and frutillas in Argentina; ‘bus’ is colectivo in Venezuela, ómnibus in Peru, camión in Mexico and guagua in Cuba
  • recognising that there is also variation in some grammatical forms, for example, the use of the pronoun vos in several Latin American countries compared to tú in Spain; the masculine direct object pronoun le/lo in Spain and lo in Latin America
  • recognising differences between standard varieties of Spanish and varying degrees of language blending and influence, for example, Spanglish
  • recognising that many speakers of Spanish also speak one or more regional and/or local languages, such as Catalan or Basque; and researching the extent and impact of Spanish-language networks, associations and activities in different Australian communities, for example, creating a database classifying activities, events, exchange and media organisations, Spanish-speaking films on SBS, advertisements for travel to Spanish-speaking countries, and Spanish language classes

  VCESU179 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCTRC106

  Organise and classify information compiled from different sources in different modes of presentation, re-presenting chosen elements in formats suitable for particular audiences

  Elaborations

  • viewing, reading, listening to texts such as documentaries or travel brochures, which depict aspects of Turkish culture, art, history or geography, summarising the information to share with others, for example, by preparing a digital display or photo montage with recorded commentary for younger students
  • comparing information on a particular news event or topical issue as reported in newspapers or online discussions forums, identifying differences in perspectives reflected in choice of language and style of representation
  • conducting surveys and reporting on attitudes among peers and family members towards issues such as the impact of social media and technology on communication or environmental concerns, reporting back to the class on perceived differences in perspective
  • examining information obtained from different sources to analyse how young people are represented in the media, for example, by comparing letters to the editor about young people with postings on forums by young people
  • researching aspects of young people’s lifestyles across Turkish-speaking cultures and contexts, identifying the influence of factors such as geography, belief systems, climate, social and community environments on lifestyles and practices
  • creating and presenting critical analyses in oral or digital mode of media texts such as advertisements, promotional websites or documentaries which involve different representations of Turkish culture and experience
  • collecting examples of good news/success stories related to their school, homes or local communities, for example, sporting achievements or successful fundraising, sharing their findings in formats such as digital displays or newsletter contributions

  VCTRC106 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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

• Auslan - First Language Learner - 7–10 Sequence: Levels 9 and 10 description

  Students increasingly use conventional Auslan: lexical signs or depicting signs with conventional classifier handshapes, and rely less on their idiosyncratic systems. They learn to modify some indicating verbs for non-present referents and use constructed action to represent themselves or others...

  Level description | Languages | Auslan | First Language Learner | 7–10 Sequence

• VCARC163

  Reflect on cultural differences between Arabic and English communicative styles, and discuss how and why they modify language for different cultural perspectives

  Elaborations

  • discussing cultural cues in communication that suggest differences in traditions, ideas or values, for example,

    التّحية المتكرّرة مثلاً: كيف حالك وكيف العائلة؟ ؛ التّعابير الدينية مثل: إن شاء الله؛ إن شاء الرّب وعشنا

  • reflecting on the influence of Arabic culture on their own communication style, for example, using gestures, words or expressions with particular cultural significance in Arabic, such as kissing your own right hand, then raising your eyes and your right hand to express thanks, and discussing whether they modify their communication style when interacting in English
  • comparing choices of language and behaviours when communicating in Arabic and English, explaining the modifications they make and why, for example, when addressing older people with titles such as عم (عمّو)؛ خالة؛ (طنت)
  • considering own and others’ responses and reactions in Arabic–English intercultural exchanges and discussing reasons for different interpretations of meaning, for example, an Arabic-speaking man stroking his moustache in connection with an oath or promise indicates sincerity, while raising the right hand when swearing an oath is used in the Australian context

  VCARC163 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCZHC228

  Use and analyse a range of sources written in simplified and traditional script to identify relevant information, and use this information to create purposeful public information texts

  Elaborations

  • accessing diverse sources such as blogs and social media, newspaper articles and educational texts, and discussing the relevance and credibility of information conveyed, for example, comparing information presented in blogs with newspaper articles
  • recognising multiple perspectives on an issue and identifying the factors that may influence a particular perspective (for example, nationality, religion, gender, ethnicity) to determine the perspective or credibility of sources
  • evaluating how different authors use language to achieve a particular effect, considering how values and personal views are implied in word choices, for example, 屡败屡战 (emphasis on the determination to overcome a failure) versus 屡战屡败 (emphasis on the fact of many instances of failure)
  • accessing information related to understanding their own experiences as Chinese students in Australia by searching both Australian and overseas digital media, such as 百度百科，雅虎等网站 to develop advice and supports for new students arriving at their school
  • accessing and organising information on educational and social topics, using techniques such as paraphrasing, summarising and quoting, and expressing own perspective on the information obtained, for example, 有些人认为…， 另一些人则认为…， 综上所述…

  VCZHC228 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFU233

  Develop awareness of the sociocultural context, nature and status of Auslan and of the Deaf community in multilingual Australia

  Elaborations

  • identifying the importance of place and space in the Deaf community, exploring why some places and spaces ensure that a visual language is more accessible to deaf people and promotes a sense of cultural belonging, for example by identifying factors that make a classroom ‘Deaf friendly’, such as U-shape seating, minimisation of window glare/reflection, good lighting and acoustics, flashing lights, suitable interpreter location
  • identifying examples of deaf people’s visual orientation towards the world, such as using visual applause or being astute in reading body language
  • describing how and why deaf people use vibrating devices to alert them to alarms or information, or have flashing lights for the door, phone, alarm clock, baby cry alarm and other systems
  • understanding cultural values associated with the conferring of name signs on those such as second language learners of Auslan who are joining the Deaf community
  • explaining the role and function of Auslan–English interpreters and Deaf interpreters and the access and opportunities they provide
  • identifying and describing physical markers of identity among deaf people, including the use of sign language and/or hearing devices such as hearing aids, cochlear implants and FM systems
  • exploring variation in Auslan fluency among their classmates and members of the Deaf community, identifying the influence of variables such as where and when people learnt to sign and whether they are from a deaf or hearing family
  • investigating how Auslan and Deaf culture are promoted in the wider community, for example through the influence of organisations such as Deaf Australia; the work of high-profile individuals such as activists or actors; or through events such as NWDP Deaf Festival, Australian Deaf Games or Deaf art exhibitions
  • understanding the nature of the transmission of Auslan, for example how in most cases Auslan is not passed on from parent to child but often from child to child, or to children by adults outside the family, and knowing that some Deaf people learn Auslan as a late acquired language in early adulthood
  • exploring the nature of multilingualism in the Deaf community, including the use of Auslan, English and other signed and spoken languages, considering how and when people typically switch between languages and dialects
  • investigating the use of digital technology/communication by Auslan users, for example, social media, SMS/texting and NRS and VRS, discussing how these modes of communication impact on issues such as accessibility and communication between members of the Deaf community
  • investigating communication methods used by deaf and hard of hearing members of Aboriginal and Torres Strait Islander communities
  • discussing behaviour associated with cultural practices, language and traditions, for example, by discussing the concept of reciprocity as a manifestation of how community members share responsibility for each other’s wellbeing, or the value placed on the use of sign language for shared understanding and trust

  VCASFU233 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language awareness