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• VCASFC167

  Convey information in different formats to suit different audiences and contexts

  Elaborations

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

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

• VCASFC046

  Consider the influence of the Deaf community on identity development, focusing on language, social systems and sense of space and place

  Elaborations

  • identifying markers of social and cultural identity that may be important across cultures as well as in the Deaf community, for example, elements of language or behaviours associated with family, community, location, age or gender
  • building a basic understanding of the concept of Deafhood and of how individual journeys of identity contribute to social relationships and community, for example, by describing their own journey of identity development, including elements such as family, the influence of Deaf role models, significant life events or personal connections with the local Deaf community
  • working with elders to map relationships and connections within their community, for example by identifying links between notable deaf families, and by considering how personal connections with the community contribute to their sense of identity
  • investigating the historical origins of signs linked to identities, for example, the signs for LIBRARY and ADELAIDE were derived from original name signs for people
  • considering how the relationship between language and identity plays a role in contributing to individual, peer group and community wellbeing
  • exploring how different technologies are used by deaf people to support social networks and strengthen their sense of shared identity
  • explaining the significance of stories linked to Deaf social history and the responsibility of the Deaf community to convey shared experiences that relate to Deaf space, for example through stories about school days by past pupils
  • exploring the role of personal narratives in teaching and supporting deaf children to develop strategies to navigate a hearing world, such as carrying paper and pen or smart phone to type notes
  • learning from Deaf elders about roles and responsibilities with respect to caring for their culture’s places and spaces and preserving a sense of shared identity, for example, by maintaining and passing on artefacts, images and stories, creating new uses for Deaf places or participating in Deaf festivals, fair days and National Week of Deaf People activities
  • recognising that their first language is a birthright that contributes to their identification with the Deaf community and its traditions
  • identifying examples of deaf people who have been recognised for different reasons in the wider society, for example, Alastair McEwin, and discussing whether such recognition contributes to their own sense of identity and belonging
  • interviewing local Deaf elders about their experiences in Deaf schools and other Deaf places and discussing how their experiences create a collective sense of identity
  • discussing the concept of ‘Deaf gain’ in relation to their personal identity, for example, in using a visual language and being able to communicate from a distance

  VCASFC046 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Identity

• VCASFC166

  Collect, classify and paraphrase information from a variety of Auslan texts used in school and community contexts

  Elaborations

  • identifying specific points of information in procedural or descriptive Auslan texts, responding to signed comprehension questions
  • paraphrasing the content of selected Auslan texts such as community announcements and relaying the information to others
  • using information collected from peers about home and school routines, presenting findings to the class using visual supports/graphic organisers
  • viewing Auslan texts from other content areas, using depicting signs to explain concepts such as states of matter or climate variation
  • forming and signing questions to request information from a deaf organisation or person needed to produce a digital text such as a brochure or program
  • interviewing Deaf peers or other Auslan users and noting unfamiliar signs, recoding and classifying these in their personal sign dictionaries

  VCASFC166 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCASFC042

  Engage with different types of creative and imaginative texts by identifying important elements, discussing ideas, characters and themes and making connections with their own ideas and experience

  Elaborations

  • comparing their reactions to imaginative texts that evoke positive or negative emotional responses, making connections with experiences in their own lives that have produced similar feelings
  • participating in performance activities such as unscripted response-to-stimulus role-plays, recognising how characters’ feelings and attitudes are expressed through NMFs and manner
  • viewing and comparing expressions of Deaf experience through different visual art forms, such as painting, photography or sculpture, comparing with their own use of visual forms of expression of feelings and experience
  • drawing comparisons and making connections between their own experiences and those of fictional characters in popular television series or films
  • comparing the use of rhyme in written verse with the repetition of handshapes and movement paths in signed poetry performance
  • identifying cultural conventions of Deaf theatre, such as maintaining eye contact and positioning of characters
  • identifying key messages or values conveyed through folktales, myths or legends, for example by creating mind maps to show relationships between concepts such as courage, loyalty, love
  • describing the shape and sequence of a shared story or skit, identifying elements such as setting the scene, climax and resolution
  • considering how different modes of creative expression, such as theatre or visual arts, influence personal response to texts
  • tracking and reflecting on the experiences of deaf dancers and choreographers, for example as contestants in shows such as So You Think You Can Dance
  • viewing and responding to sign poetry from around the world, for example by comparing responses to differences and similarities in ‘visual vernacular’

  VCASFC042 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCASFC168

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

  Elaborations

  • viewing a signed narrative text and responding by drawing a storyboard that identifies and sequences key events
  • viewing a theatre performance designed for a deaf audience and sharing their reactions to the experience of viewing a theatre performance designed for a deaf audience
  • comparing their reactions to imaginative texts that evoke positive or negative emotional responses, making connections with experiences in their own lives that have produced similar feelings
  • engaging with different examples of Deaf humour, such as Deaf jokes, and comparing them with examples of humour in spoken English or in silent films or mime
  • shadowing signed elements of theatrical or cinematographic texts that use handshapes, such as the scene with hand-faces in the film Labyrinth
  • tracking and reflecting on the experiences of deaf dancers and choreographers, for example as contestants in shows such as So You Think You Can Dance

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

• VCASFU050

  Understand that the starting point of a clause gives prominence to the message, that clauses can be linked equally or unequally with conjunctions and connectives, and that signers can show as well as tell about an event to provide more detail

  Elaborations

  • recognising that quantifiers such as FEW or THERE are also types of adjective signs
  • 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
  • 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 how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
  • recognising that clauses can be linked equally, for example:
    STUDENT BORED, TRY FOCUS
    The student was bored and tried to focus.
    
  • or unequally, where one clause depends on another, for example:
    I-F BORED, OPEN-BOOK READ
    If you are bored, read a book.
    
  • 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 word order within a clause is freer in Auslan than in English and that parts of a clause can be signed simultaneously, making it hard to establish word order
  • realising that in many clauses signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with DS, CA and other gestural elements
  • recognising that some nouns are not signed overtly in a clause, for example in the clauses below, the noun (the swimmer) is given in the first clause but not repeated in the second
    PRO2 SWIM DETERMINED SWIM, NOT WIN
    You swam really hard but you didn’t win.
    

  VCASFU050 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFU051

  Identify structures, language features and cohesive devices used in different types of texts, recognising that language choices reflect purpose, context and audience

  Elaborations

  • examining different examples of an Auslan text type (for example, one to inform or one to persuade) and identifying choices signers made, for example the amount of fingerspelling they used
  • noticing how signers achieve textual cohesion and coherence through the use of connectives that create links between clauses, for example BUT and G:WELL
  • identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points, list buoys, and how such strategies support understanding
  • annotating in ELAN or similar software where a signer is using established locations to refer to a noun referent

  VCASFU051 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFU052

  Explore variation in terms of the impact of other languages on Auslan across contexts and over time

  Elaborations

  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A
  • creating lists of fingerspelled words which have become lexicalised, for example, HOW, BUT, ABOUT, FOR, and looking at how this process has changed the form of words over time
  • recognising that Auslan includes loan signs from Signed English, some of which were invented for Signed English (for example, TOY or DAD) and some that were from the southern dialect and incorporated into Signed English, for example, YELLOW
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and discussing reasons for such influence

  VCASFU052 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCASFU174

  Identify and describe elements of sign production, including handshape and its orientation, movement, location and non-manual features, and explore the processes of annotating Auslan videos or reading and transcribing glossed texts

  Elaborations

  • noticing that in a stretch of connected signing a sign will often be produced differently to the way it is shown in a dictionary
  • identifying some NMFs in a signed text
  • recognising that some signs can occur with a standard mouth gesture and that these are sometimes called multi-channel signs
  • thinking of body-anchored signs, such as head or why, and signs that are not body anchored, such as HAVE or STOP, and recognising that non-body anchored signs can be located in space around the signer
  • identifying some iconic signs and considering how they are iconic
  • exploring with support software such as ELAN to annotate signed texts with some grammatical marking such as NMFs
  • ‘reading’ and transcribing glossed texts, including indicating understanding that there are markings to show NMFs and spatial locations

  VCASFU174 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFU053

  Explore the current status and profile of Auslan and of the Deaf community in contemporary Australian society, considering issues such as language transmission, usage and documentation

  Elaborations

  • discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
  • investigating the signed languages used by deaf and hard of hearing members of Aboriginal and Torres Strait Islander communities
  • exploring variation in Auslan fluency among classmates and members of the Deaf community, considering the relevance of factors such as where and when individual users learnt to sign and whether they are from a Deaf or hearing family
  • mapping sign language use around the world using data from Ethnologue, for example by identifying and labelling countries with correct naming of the sign language used, such as France = LSF: Langue des Signes Française; Germany = DGS: Deutsche Gebärdensprache
  • finding representations of signing deaf people in the media or in literary texts, and evaluating how they and the language are represented
  • investigating the profile and distribution of members of the Deaf community, for example across states of Australia or by age or gender, using data from censuses and other sources to summarise and represent information in graph/visual forms, and to suggest possible explanations of patterns or statistics
  • understanding the role and function of Auslan–English interpreters and Deaf interpreters and the access and opportunities they provide to language users
  • recognising that many languages are well-documented, strong, healthy and widely used by many people across generations while others are less documented and robust
  • recognising that some languages have no written form and have historically been passed on face to face/orally, which means that they are less well recorded or documented
  • recognising language documentation as an important means of recording, maintaining, transmitting and revitalising a language
  • understanding the nature of transmission of Auslan, for example, that in most cases Auslan is not passed on from parent to child but from peers, or is learnt by children from adults outside the family, and that some deaf people learn Auslan later in early adulthood
  • describing how Auslan has been transmitted across generations and how it has been recorded, investigating reasons for the ‘oral’ tradition language transmission
  • using the UNESCO atlas to map the world’s minority languages and those that are in critical endangerment and to document the vitality of signed languages

  VCASFU053 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language awareness

• VCASFU178

  Explore variation in terms of the impact of other languages on Auslan across contexts and over time

  Elaborations

  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A
  • creating lists of fingerspelled words which have become lexicalised, for example, #HOW, #BUT, #ABOUT or #FOR and looking at how this process has changed the form of words over time
  • recognising that Auslan includes loan signs from Signed English, some of which were invented for Signed English (for example, TOY or DAD) and some that were from the southern dialect and incorporated into Signed English, for example, YELLOW
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and discussing reasons for such influence

  VCASFU178 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCASFU054

  Reflect on how communities’ ways of using language are shaped by and reflect cultural values and beliefs, and how these may be differently interpreted by users of other languages

  Elaborations

  • explaining the role of Auslan and Deaf culture in maintaining, reflecting and strengthening the Deaf community and its networks and significant places
  • understanding that knowledge about past and present Deaf people and cultural experience and values is embodied in and transmitted through Auslan, for example ways of producing the sign for SIGN reflects cultural values placed on fluency
  • identifying the cultural importance of different elements of communication, such as the use of signing space and proxemics by Auslan users, particularly in relation to a person passing between two signers or the positioning of communication partners
  • identifying cultural differences between the use of personal names in Auslan and other languages, such as the fact that Auslan signers do not use a person’s name when addressing them directly as do users of many spoken languages
  • recognising that different types of expressive and imaginative performance in Auslan carry cultural as well as linguistic information, for example, a film or theatrical performance that represents typical miscommunication experiences
  • understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of sound in deaf people’s lives is usually not the same as in hearing people’s experience
  • exploring ways in which deaf people’s art incorporates sign language motifs and images as forms of cultural expression
  • analysing stories about deaf people’s history for the ways in which they embody cultural values and information, for example accounts of Thomas Pattison, FJ Rose and William Thomson establishing the first schools for deaf children

  VCASFU054 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCASFU179

  Explore the current status and profile of Auslan and of the Deaf community in contemporary Australian society, considering issues such as language transmission, usage and documentation

  Elaborations

  • describing the visibility and use of Auslan in the wider community, for example in television programs, on the news, at community events, sporting fixtures and in emergency announcements
  • discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
  • investigating the signed languages used by deaf and hard of hearing members of Aboriginal and Torres Strait Islander communities
  • exploring variation in Auslan fluency among classmates and members of the Deaf community, considering the relevance of factors such as where and when individual users learnt to sign and whether they are from a Deaf or hearing family
  • mapping sign language use around the world using data from Ethnologue, for example by identifying and labelling countries with correct naming of the sign language used, such as France = LSF: Langue des Signes Française; Germany = DGS: Deutsche Gebärdensprache
  • finding representations of signing deaf people in the media or in literary texts, and evaluating how they and the language are represented
  • investigating the profile and distribution of members of the Deaf community, for example across states of Australia or by age or gender, using data from censuses and other sources to summarise and represent information in graph/visual forms, and to suggest possible explanations of patterns or statistics
  • understanding the role and function of Auslan–English interpreters and Deaf interpreters and the access and opportunities they provide to language users
  • recognising that many languages are well-documented, strong, healthy and widely used by many people across generations while others are less well-documented and robust
  • recognising that some languages have no written form and have historically been passed on face to face/orally, which means that they are less well recorded or documented
  • recognising language documentation as an important means of recording, maintaining, transmitting and revitalising a language
  • understanding the nature of transmission of Auslan, for example, that in most cases Auslan is not passed on from parent to child but from peers, or is learnt by children from adults outside the family, and that some Deaf people learn Auslan later in early adulthood
  • describing how Auslan has been transmitted across generations and how it has been recorded, investigating reasons for the ‘oral’ tradition language transmission
  • using the UNESCO atlas to map the world’s minority languages and those that are in critical endangerment and to document the vitality of signed languages
  • exploring how different technologies are used by deaf people to support social networks and strengthen their community and language
  • explaining the significance of stories linked to Deaf social history and the responsibility of the Deaf community to convey shared experiences that relate to Deaf history and significant sites, for example by sharing stories about school days in the past
  • identifying examples of deaf people who have been recognised for different reasons in wider Australian society, for example, Alastair McEwin or Drisana Levitzke-Gray, and discussing how such recognition contributes to broader awareness of Auslan in Australia

  VCASFU179 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language awareness

• VCASFU049

  Identify different types of verbs based on their ability to integrate space into the sign, and recognise types of depiction available to a signer, namely, entity, handling and SASS depicting signs and constructed action

  Elaborations

  • identifying where and how a signer has established a location in space, for example through the use of points, non-body-anchored signs or fingerspelled words
  • distinguishing, with support, between directional and locational indicating verbs, and noticing that verbs differ depending on whether modification of movement happens at the start, end or start and end of a sign
  • identifying examples of DSs in an Auslan text, and recognising that handshape and movement represent different things in each type of DS, for example:
    • entity DSs: the handshape is an object or person, and the movement is the movement or location of that object or person
    • handling DSs: the handshape represents a person’s hands touching or moving another object, and the movement shows how the hands move
    • SASS DSs: the handshape and movement outline the shape or size of something
  • learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or another
  • knowing that in CA a signer can shift into the role of another, or themselves at a different time, through eye gaze change, body shift, head orientation change, and matching facial expressions

  VCASFU049 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFU177

  Identify and use language features of different types of Auslan texts and understand that texts are made cohesive through language choices

  Elaborations

  • identifying structures and characteristic features of particular types of text that suit the purpose of the text, for example, selecting language that expresses emotion in a narrative text compared to more factual language used for objective reporting in an information report
  • analysing samples of particular types of text, noticing choices signers have made in the production of their text, for example the amount of CA they have used
  • identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points, list buoys, and how such strategies support understanding

  VCASFU177 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFU048

  Describe the elements of sign production, including non-manual features, and explore the processes of annotating Auslan with multimedia software and/or glossing or transcribing signed texts on paper

  Elaborations

  • describing a sign’s form in terms of handshape, hand arrangement, orientation, movement and location
  • identifying some iconic signs and considering how they are iconic
  • identifying, demonstrating and describing the various types of NMFs: movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body
  • noticing that, in a stretch of connected signing, a sign will often be produced differently to the way it is shown in a dictionary
  • understanding that many features of signed languages occur simultaneously, compared to spoken language features which typically occur sequentially
  • recognising that some signs can occur with a standard mouth gesture and that these are sometimes called multi-channel signs
  • identifying and classifying examples of DSs and CA in a video text using video annotation software, for example, ELAN
  • ‘reading’ a glossed text, including interpreting the markings that show how a sign is modified in space, NMFs, DSs and examples of CA
  • glossing a text with support, identifying what signs are used, any NMFs, and using a system of recording handshapes when describing DSs

  VCASFU048 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFU180

  Reflect on how communities’ ways of using languages are shaped by, reflect and strengthen cultural values and beliefs and how these may be differently interpreted by users of other languages

  Elaborations

  • explaining the role of Auslan and Deaf culture in maintaining, reflecting and strengthening the Deaf community and its networks and significant places
  • understanding that knowledge about past and present Deaf people and cultural experience and values is embodied in and transmitted through Auslan, for example ways of producing the sign for SIGN reflect cultural values placed on fluency
  • identifying the cultural importance of elements of communication such as the use of signing space and proxemics by Auslan users, particularly in relation to a person passing between two signers, or to the positioning of communication partners
  • identifying cultural differences in the use of personal names in Auslan and their own background language, such as the fact that Auslan signers do not use a person’s name sign when addressing them directly as do users of many spoken languages
  • recognising that different types of expressive and imaginative performance in Auslan carry cultural as well as linguistic information, for example, a film or theatrical performance that represents typical miscommunication experiences between deaf and hearing people
  • reflecting on the ways culture is interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions
  • understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of sound in deaf people’s lives is not the same as in hearing people’s experience

  VCASFU180 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCASFU176

  Develop understanding of the important role of non-manual features in adverbs and joining clauses, and know that spatial relationships in Auslan are typically expressed with depicting signs

  Elaborations

  • recognising that quantifiers such as FEW or THREE are also types of adjective signs
  • noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example, WRITE-_carelessly)
  • 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, PLEASE-_really, TALL-_really
  • 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 how conjunctions such as plus, if or but are used to join clauses and create cohesion
  • 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 typically signers use DSs to show spatial relationships, not separate signs such as ON or UNDER
  • recognising that some nouns are not signed overtly in a clause, for example in the clauses below, the noun (the swimmer) is given in the first clause but not repeated in the second
    PRO2 SWIM DETERMINED SWIM, NOT WIN
    You swam really hard but you didn’t win.
    
  • noticing that clauses are elaborated and made more vivid by adding adjectives and adverbs and by enacting or using DSs, and that they can be joined by conjunctions to make longer sentences
  • noticing that parts of a sentence can be signed simultaneously in Auslan, making it hard to establish word order
  • recognising that the element of a sentence that a signer wants most focus on is sometimes signed first and that this process of topicalisation involves particular NMFs

  VCASFU176 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFU175

  Understand that signs can include different information, including a gestural overlay, identify types of depicting signs and how signers establish spatial locations and show constructed action

  Elaborations

  • recognising that Auslan has fully-lexical signs that are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs that cannot be listed in a dictionary in all forms as they change their form each time they are signed, such as DSs
  • noticing that fully- and partly-lexical signs can include grammatical information not included in a ‘citation’ form, for example, the sign TELL-_me is not listed separately to TELL (towards neutral space) and GO-TO includes GO-TO-_often
  • identifying where a signer has established a location in space (for example, through points, non-body-anchored signs, fingerspelled words or verb movement changes)
  • recognising that signers must make explicit which referent is associated with a location
  • identifying examples of each type of DS in an Auslan text: entity DSs, handling DSs and SASS DSs
  • learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or another
  • knowing that in CA a signer can shift into the role of another, or themselves at a different time, through eye gaze change, body shift, head orientation change, and matching facial expressions

  VCASFU175 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCAVAE029

  Explore visual arts practices as inspiration to create artworks that express different ideas and beliefs

  Elaborations

  • exploring how artists select and manipulate materials and techniques and use these in their own art making
  • exploring ideas and expressions when making artworks inspired by observation or imagination, for example, Aboriginal and Torres Strait Islander art from the local community, graffiti art, graphic design, or manga art
  • analysing the materials used by artists in artworks to enhance the meaning of the work, for example, the choice of material to enhance the viewer’s understanding of the artist’s intention
  • exploring the ways in which artists communicate their views, beliefs and opinions in artworks and use these in their own art making
  • making aesthetic choices about the expression of ideas and beliefs and describe the use of visual conventions and processes

  VCAVAE029 | The Arts | Visual Arts | Levels 5 and 6 | Explore and Express Ideas