VCASFC025 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating
VCASFC147 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
By the end of Level 4, students participate in classroom routines and structured interactions with teachers and peers. They communicate about daily routines, interests and pastimes; recount personal experiences and classroom events; and describe people, experiences or activities using simple depicting...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4
VCASFU032 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCASFU159 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCASFU158 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCASFU033 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCASFU030 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCASFU034 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change
VCASFU160 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change
By the end of Level 4, students communicate with each other, the teaching team and others about aspects of their personal worlds, daily routines, preferences and pastimes at school and in the Deaf community. They show aspectual marking on verbs to indicate frequency when communicating about daily...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4
VCASFC145 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
VCASFC155 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting
VCASFC026 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating
VCASFC028 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Identity
[ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]
VCASFC024 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating
Students are increasingly aware of differences between Auslan and English. They are developing a wide range of vocabulary and can use simple clause structures to generate their own ideas in structured tasks. They use depicting signs to talk about simple movements and shapes, and with support can...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence
VCASFC019 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
Students recognise and apply elements of Auslan grammar, such as marking manner or aspect on verbs. They use increasingly sophisticated means of showing constructed action, and of using space to track a character or location through a text for purposes of cohesion. They develop metalanguage for...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence
VCASFU162 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture