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• VCASFC095

  Present factual information about familiar topics using signs that have been modelled

  Elaborations

  • describing an object, space, animal or person using modelled lexical signs and short phrases, for example, describing the layout of key items in the classroom
  • contributing to a digital presentation such as a class video by signing a basic description of their own family members
  • demonstrating simple procedures such as getting ready before school in the morning, using gestures, objects and buoys
  • recounting an experience they have shared, sequencing events through the use of modelled signs and photos
  • reporting on aspects of their daily routines, using modelled signs and visual prompts, for example outlining a travel route home from school
  • producing a series of signs for peers to complete a simple action-based activity such as a sign circle game

  VCASFC095 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC185

  Present information on different events or experiences to inform, report, promote, instruct or invite action

  Elaborations

  • creating signed announcements to inform members of the school community about events such as a Deaf theatre performance or National Week of Deaf People
  • reporting on their own and others’ experiences of shared events, such as school camps, holidays or concerts
  • developing a signed news report or public announcement to inform or alert an imagined audience of a recent or impending natural disaster
  • providing instructions in an engaging or entertaining style to create interest in a group activity such as a maths game or signing choir
  • creating digital clips or social media posts designed to persuade, inform or invite response on an issue of relevance to young people of their age

  VCASFC185 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• Auslan - First Language Learner - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use Auslan to interact with people for a range of different purposes. They use descriptive and expressive language to share and compare experiences, ideas and opinions, such as THEATRE GOOD, LONG -_really, LONG-_really. They participate in class discussions and show...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6

• Auslan - Second Language Learner - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and use strategies such as fingerspelling to...

  Level description | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8

• VCASFC220

  Identify gist and some points of factual information from a range of signed texts about familiar topics and use the information in new ways

  Elaborations

  • gathering information from their peers in relation to their interests and preferences or home and school routines and summarising findings in formats such as tables or graphs
  • observing informative signed texts such as weather reports or simple public announcements about events and celebrations, identifying key points of information to exchange with a partner in a barrier/information-gap game
  • collecting information from signed texts about people, time or activities and using the information in new ways, for example, by creating a timeline, diary or timetable to show a sequence of activities
  • viewing and following procedural signed texts such as cooking demonstrations or craft activities
  • watching/viewing a signed text and identifying specific points of information such as locations, for example, by labelling key locations on a school map
  • viewing and responding appropriately to simple class and school announcements and directions
  • watching short Auslan texts about topics such as hobbies or sports, and recording key points of information using tables or graphic organisers
  • paraphrasing content of selected community texts, such as public service or promotional announcements on the Deaf Emergency Info website

  VCASFC220 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC235

  Socialise and exchange views on selected issues using different communication strategies, language structures and techniques

  Elaborations

  • explaining or justifying a position in relation to personal and social issues, such as the inclusion of deaf jury members, using simple clauses and more complex constructions, such as statements, if…then… or when constructions, for example:
    IF DS:place-person DEAF TEACHER MEANS DEAF HEARING STUDENTS EQUAL-_all
    If there were a deaf teacher in the class as well, then all the students would be equal.
  • debating issues such as whether schools should have a school uniform, using a range of conjunctions and complex clauses, for example:
    SPORT, PRO1 THINK GOOD BECAUSE ENCOURAGE PEOPLE GO-OUT MEET-VARIOUS PEOPLE
    I think sport is great because it encourages people to go out and meet others.
    PRO1 THINK SCHOOL UNIFORM GOOD BECAUSE ALL STUDENT SAME-_all DOESN’T MATTER RICH POOR SAME-_all
    I think school uniforms are good because they keep students equal, and it doesn’t matter if they are rich or poor.
  • participating in conversations with their peers using strategies to sustain interactions, such as turn-taking and asking for repetition, clarification or confirmation, for example:
    WHAT? PLEASE AGAIN
    Could you repeat that, please?
    STILL GO-AHEAD
    Go ahead …
    RIGHT PRO2 SAY PRO1 FIX THAT?
    So, you want me to fix that?
  • communicating with other Auslan users via digital media to exchange views or to express personal opinion on topics such as co-educational or single-sex schools
  • adjusting their language to socialise with different audiences, such as primary school Auslan users, using appropriate code-switching techniques

  VCASFC235 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC074

  Participate in actions and interactions involving advocacy and consideration of cultural diversity, perspective and experience

  Elaborations

  • managing shared learning experiences that require consideration of different views, opinions and cultural perspectives
  • designing and enacting hypothetical scenarios that address issues related to Deaf experience, for example in the domains of sport or education
  • collaborating with a partner to take action on an issue affecting the Deaf community, such as advocating for provision of captioning or funding for Deaf organisations
  • organising an awareness campaign that reflects or mediates views on issues of relevance to their peer group/community, for example, creating a positive promotional video about successful deaf people in their state, outlining strategies to support achievement
  • advocating for a change in particular school processes or practices, such as ensuring all public school performances (such as theatre or dance festivals) automatically have interpreters present, for example by meeting with the student council, principal or parent group to advocate

  VCASFC074 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC153

  Create bilingual versions of texts such as English captioned recordings of Auslan phrases

  Elaborations

  • creating captions in English for short recorded signed phrases
  • creating bilingual texts for the classroom or school community, for example, posters, library displays or digital newsletter items, discussing how to represent meaning in each language for different audiences
  • developing a simple handshape dictionary
  • creating cards for use by younger children that include pictures, labels and signs, such as a transport-themed card game

  VCASFC153 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | 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

• VCASFC061

  Create imaginative and expressive texts that draw from their experience as Auslan users and members of the Deaf community and which support the experience of younger learners

  Elaborations

  • composing and performing soliloquies that capture elements of the Deaf experience in a hearing world
  • creating resources to support younger learners of Auslan, such as signed versions of games such as ‘Guess Who?’, riddles, treasure hunts or amusing tales
  • creating imaginative texts that present abstract ideas, such as hope, inclusion, friendship, in creative or amusing ways
  • creating an Auslan version of a popular song, using elements of all parameters to convey key messages and nuance emotional expression
  • creating a piece of art, such as a drawing, painting or photo collage, that reflects their experience of living in and moving between the Deaf and hearing worlds
  • engaging with the work of Deaf theatre groups such as the Australian Theatre of the Deaf, using elements of performances as models for their own experimentation with signed theatre
  • creating a performance for a school or Deaf festival based on the lives of celebrated or historical members of the Deaf community
  • presenting a short story based on their own experience of being a deaf student in a hearing school community, incorporating key elements of narrative structure, such as character introduction, problem/conflict, resolution
  • re-creating a theatre set from a two-dimensional image using signed space

  VCASFC061 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC148

  Organise and summarise key points of information obtained from different types of Auslan texts

  Elaborations

  • retelling key points of information used in classroom interactions and school activities, such as announcements or directions for a game or task
  • watching Auslan texts that show people expressing likes and dislikes, and recording observations in table form
  • watching a signed presentation by a teacher, peer or visitor and identifying specific points of information
  • surveying peers in relation to their interests and preferences, summarising findings in formats such as profiles, charts or graphs
  • following the steps of a signed demonstration or procedure such as baking/cooking or simple science experiments, checking with each other about ingredients and processes
  • recounting in correct sequence the main points of a shared event such as an assembly performance or sports carnival

  VCASFC148 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCASFC200

  Engage in activities that involve interactions, transactions, negotiations and management of different opinions and social/cultural behaviours

  Elaborations

  • managing shared learning experiences that involve differences in opinion or cultural perspectives
  • navigating multistep directions and decisions in learning activities that offer alternatives or choices, such as computer programming or theatre production
  • negotiating hypothetical scenarios involving members of the Deaf community to highlight issues associated with diversity, culture and identity, for example, experience in domains such as education or sport
  • planning and promoting cultural events such as Deaf festivals or the National Week of Deaf People
  • planning action on an issue affecting the Deaf community, such as captioning and funding support for Deaf organisations
  • organising real or simulated transactions that involve financial or service exchanges, for example, catering for a class celebration or ordering books/digital resources for the school library

  VCASFC200 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC187

  Create and present entertaining individual or collaborative texts that reflect real or imagined people, places or experiences

  Elaborations

  • creating a performance for a class or school talent show, such as a signed song, skit or humorous retelling of an anecdote
  • participating in improvisation games, such as spontaneous responses to a stimulus, for example, Sixty seconds to make the audience laugh, cry …
  • working collaboratively to create a static scene or diorama using the hands and bodies of at least two signers
  • playing with light and shadow as a means of highlighting handshapes and movement, for example in shadow puppet performances
  • re-creating a theatre set from a two-dimensional image using signed space
  • role-playing an imagined interview, incorporating elements of tension or emotion
  • creating a handshape poem on a selected theme, such as friendship, home or fear

  VCASFC187 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFU017

  Recognise that Auslan is a legitimate language, one of many languages used in Australia and around the world

  Elaborations

  • identifying different languages used by their classmates or members of their families, for example by creating a class profile or language map
  • exploring similarities and differences between the many languages used in Australia and represented in the school, including spoken and signed Aboriginal and Torres Strait Islander languages, and comparing the ways different languages use writing, sound/speech, gestures, drawings, art and signs to communicate
  • recognising the unique nature of signed languages and understanding that there are many different signed languages in use around the world, including in Aboriginal and Torres Strait Islander communities, and that there is not one ‘universal’ signed language
  • recognising that Auslan is a legitimate language, different from mime and gestures such as those used to accompany songs in spoken languages

  VCASFU017 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language awareness

• VCASFC217

  Interact with peers and teachers to exchange information about self, family, friends and interests and to express feelings and preferences

  Elaborations

  • exchanging greetings, wishes, thanks and apologies, adjusting language to suit the situation, for example:
    HOW-ARE-YOU? SEE LATER, GOOD-LUCK, THANKS, SORRY INTERRUPT
  • describing and comparing people and objects using SASS depicting signs, for example:
    POSS1 MATH TEACHER TALL DS:long-wavy-hair
    My maths teacher has long wavy hair.
    SCHOOL UNIFORM HAVE DS:long-thin-tie
    The school uniform has a long thin tie.
  • comparing routines, interests and leisure activities, using, for example, adverbial phrases of time, frequency and place, such as:
    REGULAR SUMMER PRO1-_plural GROUP-MOVE-TO BEACH STAY++ THREE WEEK.
    We go to the beach for three weeks in summer.
    WEEKEND PRO1 GO-TO-AND-BACK++ CAMP
    I go camping on weekends.
    
  • stating likes, dislikes and preferences using associated NMFs, for example:
    PRO1 LIKE WATERMELON. DON’T-LIKE ORANGE
    I like watermelon; I don’t like oranges.
    ART MUSIC? RATHER ART
    I prefer art to music.
  • introducing themselves and their family members and explaining relationships using personal and possessive pronouns, for example:
    HAVE ONE SISTER ONE BROTHER
    I have a brother and a sister.
    THAT BABY HER SISTER
    That baby is her sister.
  • asking and responding to questions about a familiar topic, such as a shared school experience, for example:
    PRO2 LIKE AUSLAN?
    Do you like Auslan?
    PRO2, SUBJECT WHAT STUDY WHAT?
    And you, what subjects do you study?
    SCHOOL LIKE YOU?
    Do you like school?

  VCASFC217 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• 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

• VCASFC056

  Engage in collaborative activities that involve planning, project design, problem-solving and evaluation of events or activities

  Elaborations

  • working with a partner to create a visual resource that promotes Auslan as an important subject choice
  • working in groups to create a series of promotional resources for the school website
  • organising and participating in visits by respected members of the Deaf community to their school to share knowledge and to promote Auslan skills in the wider community
  • planning presentations to showcase aspects of Deaf culture likely to be unfamiliar to the hearing community
  • reporting on and evaluating completed events or activities that they had planned together, for example:
    FIRST PRO1 DOUBT I-F WILL GO-WELL, HAVE-A-LOOK GO-ALONG GOOD
    At the start, I wasn’t sure it would work, but after a while I thought it went well.
    PRO1 WRONG NEVER AGAIN DO SAME
    I won’t do that ever again.
    
  • following sequenced directions that involve the use of practical information, for example:
    SEE DS:wavy-surface, KNOW WHERE SCRATCH? S-A-N-D POLISH MORE DS:thick-to-thin 2MM SMOOTH
    See where the surface is uneven? You sand that back 2 mm and it gets smooth.
    
  • working in pairs to create instructional or procedural texts that demonstrate and explain activities
  • planning and presenting a cultural item for a school open day, such as celebration through drama or visual story of an important member of the Deaf community
  • discussing in pairs possible design options for an item such as language flag, artefact or logo that incorporates elements of significance to the Deaf community, presenting reasons for specific design suggestions, then voting as a class on a preferred design

  VCASFC056 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC038

  Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions

  Elaborations

  • working in teams to plan an event such as a performance for a younger audience or a presentation for school assembly
  • negotiating roles, responsibilities and priorities in activities such as cooking or science experiments, making suggestions such as:
    PRO2 THINK BEST THIS FIRST, FINISH, NEXT THAT
    Do you think we should do this first and when that’s done, that next
    
  • and using conditional language such as:
    IF FINISH, CAN NEXT++, IF NOT-YET HEADSHAKE
    If we finish this we can go on to the others; if we don’t, we can’t.
    
  • organising activities such as excursions, using questions such as:
    WE2 MEET WHERE?
    Where are we meeting?
    TIME MEET?
    What time should we get there?
    ARRIVE HOW?
    How are we getting there?
    
  • using digital technologies to prepare a humorous, dynamic perspective on a controversial proposition, such as ‘Homework should be banned’ to present to teachers or parents
  • playing games that involve working competitively within groups to categorise or classify information
  • problem-solving in teamwork activities, using language such as:
    HOW FIX SOLVE?
    How can we solve this?
    WHAT DO?
    What can we do next?
    
  • planning, rehearsing and producing a performance for school assembly or parent open night
  • working in a group to plan a visual story to present to a younger group at school or via video
  • planning and conducting an interview with a deaf visitor to class, using questions to elicit extra information
  • working on collaborative tasks that involve negotiation and shared decision-making about content and design, for example, designing a class garden, creating digital picture books for ‘buddy’ classes, or promoting a school event
  • conducting, recording and presenting observations and findings of collaborative science experiments

  VCASFC038 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCASFU142

  Understand that all languages including signed languages vary and borrow words and signs from each other

  Elaborations

  • understanding that there are two main Auslan dialects: the southern dialect used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory; and the northern dialect used in New South Wales, Queensland and the Australian Capital Territory
  • viewing videoed examples of Auslan signers from different parts of Australia, identifying the different signs used in southern and northern dialects, for example, signs for colours and some numbers
  • noticing that words such as proper nouns for names of people, places or schools are borrowed from English by fingerspelling and mouthing, but some also have sign names
  • recognising that Auslan borrows from other languages just as English does, and collecting words and signs used in their everyday lives that come from different signed and spoken languages
  • noticing the variation in ‘handedness’ between signers in relation to signs and fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU142 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCASFU016

  Understand that all languages including signed languages vary and borrow words and signs from each other

  Elaborations

  • understanding that there are two main Auslan dialects: the southern dialect used in Victoria, South Australia, Western Australia, the Northern Territory and Tasmania and the northern dialect used in New South Wales, Queensland and the Australian Capital Territory
  • viewing videoed examples of Auslan signers from different parts of Australia, identifying the different signs used in southern and northern dialects, for example, signs for colours and some numbers
  • noticing that words such as proper nouns for names of people, places or schools are borrowed from English by fingerspelling and mouthing, but some also have sign names
  • recognising that Auslan borrows from other languages just as English does, and collecting words and signs used in their everyday lives that come from different signed and spoken languages
  • noticing the variation in ‘handedness’ between signers in relation to signs and fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU016 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change