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• VCASFU160

  Recognise that there is variation in Auslan use, for example in different locations or physical environments

  Elaborations

  • exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the northern (Qld and NSW) and southern (Vic., SA, WA and Tas.) dialects, such as DINNER or AFTERNOON
  • recognising that variation also occurs in spoken languages and noticing some different words for the same thing in English, such as cossie/cozzie, togs or bathers
  • identifying Auslan signs or informal home signs that might be different from signs used by other people
  • considering adaptations to Auslan use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
  • recognising variation in adaptation of signing between different users of Auslan, for example, people who are deafblind use hand-over-hand signing and tactile fingerspelling

  VCASFU160 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCASFU072

  Reflect on how language use is influenced by communities’ world views and sense of identity and on how language and culture influence each other

  Elaborations

  • exploring the nature of culture and how it is related to ways of thinking and using language, for example by comparing the cultural concept of Deaf identity with a medical model of deafness
  • exploring ways in which language choices, such as sign choices, reflect attitudes towards certain topics, for example, oralism
  • analysing how concepts related to cultural practices are expressed through language, for example, by identifying particular elements of naming systems, such as the use of pointing, NMFs and name signs, as in the case of number name signs of older deaf people who attended the Victorian School for Deaf Children
  • identifying and discussing core cultural concepts reflected in Auslan such as the collective nature of the Deaf community, the importance of respect for elders and of reciprocity and responsibility, for example, how signing TAP-MANY, TAP-2H++ reflects understanding of responsibility to share information and pass on knowledge, or greater use of the ‘flat hand’ rather than the ‘point hand’ and use of full titles in acknowledgements and forms of address when introducing an esteemed Deaf elder
  • investigating how Auslan users interact with their social and physical environment, for example, locating other signers, gravitating to spaces that are visually accessible
  • identifying culturally significant attitudes and beliefs conveyed through Auslan that relate to history, significant individuals, places or events, for example, attitudes to spoken language that reflect the history of suppression of signed languages, as in the use of signs that reference tensions between oral and signing deaf people or between hearing and deaf people, such as the sign for communication breakdown which infers lack of awareness or understanding of cultural values, beliefs and language on the part of the other party
  • comparing elements of communication in different contexts and exchanges that are culturally specific, such as back-channelling, the use of silence or eye contact, head nodding to indicate understanding rather than agreement, and the implications of such cultural variability in contexts such as courts of law
  • observing that concepts may be culture and language specific, for example, in relation to time and space, as in the spatial mapping for timelines in Auslan
  • understanding how developing sign language literatures which recount significant journeys and events associated with the beginnings of Deaf education and the development of Deaf communities not only map history but also embody values and mores of Deaf cultures, for example, accounts of the Gallaudet and Clerc reciprocal relationship, or the US Civil War deaf soldiers’ story as told by Ben Bahan
  • exploring ways in which the production and affect related to the sign for COCHLEAR-IMPLANT have evolved over time due to shifting values and perceptions of the Deaf community in relation to the implant, noting, for example, the transition from a negative affect to more neutral production of the sign
  • researching examples of deaf leaders who have established organisations or services which met the cultural needs of their community, for example, Dorothy Shaw and Deaf Action Books, Nola Colefax and the Australian Theatre of the Deaf

  VCASFU072 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCASFC242

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

  Elaborations

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

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

• VCASFC129

  Develop interaction and communication skills for participation in regular class routines and activities

  Elaborations

  • recognising and using fingerspelled names for roll call and games
  • following instructions for class routines, such as:
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me PRO1
    Eyes to the front.
    PLEASE WITH-2++
    Please find a partner.
    
  • asking for help or permission, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    PRO1-_plural CAN SHARE?
    Can we share these?
    
  • gaining attention in appropriate ways, for example by waving or tapping a shoulder or table
  • stopping activities and paying attention when lights are flashed or hands are waved
  • using NMFs such as focused eye gaze, nodding and head shaking to show affirmation and negation
  • using voice-off when possible while signing and keeping appropriate signing space between signers
  • positioning seating to keep visual communication clear or sitting across from/opposite signers when communicating
  • using visual applause to show enjoyment of entertainment or commendation

  VCASFC129 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC132

  Participate in the shared viewing of recorded or live imaginative signed texts, responding through drawing, miming, gesture or familiar signs

  Elaborations

  • viewing recorded or live children’s stories and nursery rhymes in Auslan, for example National Simultaneous Storytime books, demonstrating understanding through drawing, gesture, modelled signs or voice
  • responding to short expressive texts that involve the movement of people, animals and/or vehicles, using drawings, familiar signs or re-enactments with puppets or props
  • playing with key elements of short signed stories, for example by mimicking facial expressions or repeated signs
  • interacting with a signing puppet or doll in an imaginary setting, for example by signing simple questions such as:
    WHAT NAME PRO2?
    What is your name?
    WHAT LIKE D-O PRO2?
    What do you like to do?
    
  • participating in interactions in Auslan that involve imaginative responses to stimuli, using gestures, handshapes, facial expressions and simple signs
  • engaging with different forms of Deaf art, such as handshape creations
  • shadowing non-manual features in short Auslan poems or stories

  VCASFC132 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCASFU125

  Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with that of other languages

  Elaborations

  • understanding that strong and healthy languages are those used by many people across generations in most domains to communicate about most topics
  • mapping the distribution of Auslan users across Australian states and demographics, using data from censuses and other sources to present findings in graph/visual representation forms
  • exploring the vitality of different languages by obtaining information from the UNESCO interactive online atlas and/or Ethnologue to compare numbers of speakers/signers of different languages
  • recognising that some languages have no written form and have historically been passed on face to face/orally, making them less well recorded and documented
  • understanding that some languages used in Australia, such as English, have large numbers of users, while others, such as many Aboriginal and Torres Strait Islander languages, are endangered or in the process of being revived or reclaimed
  • describing the role religion has played in influencing the usage and spread of Auslan, for example, through religious orders, early Deaf Societies and Bible translation projects
  • reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community, and considering ways in which they influence the function and nature of Auslan, for example by the introduction of neologisms
  • identifying language documentation tools, such as ELAN, as important ways of recording, transmitting and maintaining the vitality of a language
  • recognising that languages may be perceived as ‘weak’ or ‘strong’ based on community values and the existence of documentation and literature in the language

  VCASFU125 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language awareness

• VCASFC182

  Engage in different processes of collaborative learning, including planning, problem-solving, task completion and evaluation

  Elaborations

  • working in pairs or small groups to design and create visual resources that promote Auslan as an important area of study
  • brainstorming, planning and working together to advertise and present an intercultural event for their year-level peers
  • working collaboratively to create instructional or procedural texts for younger learners
  • preparing for the visit of a member of the Deaf community, discussing how to ensure effective communication between the visitor and deaf and hearing members of the class
  • providing feedback on completed events or activities, exchanging reflections such as:
    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.
    
  • problem-solving around collaborative activities such as website design, science experiments or model-building, using wh- questions such as:
    WHY FAIL WHY?
    Why isn’t it working?
    WHO THINK CAN FIX?
    Who thinks they can fix it?
    FINISH, NEXT WHAT?
    What do we do next after we finish this?
    
  • giving directions for outdoor activities such as an obstacle course or bushwalk, including expressions such as:
    HAVE DS:round-oval FIRST RUN DS:draw-line THEN STOP. NEXT CLIMB DS:climb-over DS:land-on-feet THEN CRAWL DS:crawl-under-flat-thing
    There’s a big oval. First you will run along one side of it. Then stop at the wall. Next you will climb over the wall then crawl under the net.
    

  VCASFC182 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC237

  Interact appropriately with the teaching team, peers and members of the Deaf community, adjusting language when necessary and demonstrating understanding of appropriate protocols in and out of the classroom

  Elaborations

  • demonstrating use of appropriate protocols within and beyond the classroom, such as gaining group attention through flashing lights, tapping, foot stomping and waving, and maintaining eye gaze, back-channelling and limiting the use of voice when interacting with unfamiliar Auslan users
  • adjusting the physical environment, including people and objects, to enable communication in a well-lit environment without glare or obstructions
  • demonstrating culturally appropriate behaviours when using or accessing an interpreter, such as not interrupting or blocking the line of sight
  • using appropriate discourse markers and NMFs to facilitate clear communication, for example:
    SURPRISE
    Oooh (with appropriate intonation)
    INCREDIBLE
    No way!
    WOW
    Wow!
    UM
    um …
    HOLD…
    Hang on a minute …
  • clarifying information, such as:
    WHAT? PLEASE AGAIN
    Could you repeat that, please?
    RIGHT PRO2 SAY PRO1 FIX THAT?
    So, you want me to fix that?
    PLEASE SLOW SIGN
    Could you sign that slowly, please?
    PRO2 SAY BEFORE WHAT?
    What did you just say, sorry?
  • asking for elaboration of information by adding comments, for example:
    RIGHT-YEAH INTERESTING BUT I WANT ADD COMMENT
    Well, yes, that’s interesting but I’d like to add something.
    STILL GO-AHEAD
    Go ahead …

  VCASFC237 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC226

  Demonstrate understanding of the nature of identity in relation to themselves, the Deaf community and the wider hearing community

  Elaborations

  • using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they each identify with, for example, friends, family, sporting, interest and community groups, discussing how these group associations contribute to their sense of identity
  • discussing how their upbringing and personal experience impact on assumptions or attitudes that they bring to interactions with people who have different backgrounds or experiences, considering concepts such as communication, personality, family and community
  • noticing and comparing their own and each other’s ways of communicating and interacting, identifying elements that reflect cultural differences or influences of other languages
  • viewing a series of Auslan identity stories, such as those found in the Griffith University Introduction to Deaf Studies Unit 1 set, comparing their experiences to those described by deaf children and adults in the footage
  • investigating the identity of deafblind people and their connection to the Deaf community by inviting deafblind guests into the classroom to share their personal journeys
  • exploring ideas about identity through journal writing, documenting challenges and rewards related to second language learning and identity change
  • analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’), for example, by eliminating visual obstacles to signed communication, using circles or semicircles for meeting and learning spaces, using open-plan areas, lighting and window placement to maximise visual access to information, for example, Gallaudet University’s deaf space design principles
  • surveying deaf people about their experiences and perspectives on the importance and significance of Deaf places that contribute to a shared sense of identity, for example, the Deaf Club, Deaf schools or sites of historic significance such as original Deaf Society/Mission buildings or other former meeting places
  • identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA

  VCASFC226 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCASFC060

  Interpret a range of texts that involve the creative expression of emotions or ideas and the imaginative representation of people, events and cultural experiences

  Elaborations

  • exploring how cultural values in relation to identity are reflected in different forms of artistic expression, such as poetry performances by Walter Kadiki or John Wilson’s ‘Home’
  • viewing performances by deaf artists who communicate elements of the Deaf experience through different art forms, for example the deaf rapper Signmark or the singer/signer Sean Forbes
  • analysing performances of Deaf poetry, for example by discussing themes, expression and construction and comparing how sign choice and stylistic techniques combine to convey ideas and emotions
  • watching performances of Deaf theatre groups such as the Australian Theatre of the Deaf, and identifying all the ways a signer refers to the same referent throughout
  • recognising the contribution of NMFs to characterisation and emotional expression in signed stories, skits or sketches
  • identifying the different roles of storytelling in Deaf culture, such as teaching, entertaining, communicating values or traditions, finding examples of these in well-known stories, fables or legends
  • evaluating Deaf performances or art forms that use technology such as camera and lighting techniques to expressive effect, for example performances by Ian Sanborn or Edan Chapman
  • exploring and describing the use of colour and images by different deaf artists such as Juan Fernández Navarrete or Nancy Rourke
  • engaging with signed versions of media texts, comparing visual elements to those for a hearing audience, for example, the teen drama Switched at Birth or teen dramas from BSL Zone
  • exploring the concept of metaphorical iconicity used in poems and narratives, for example by shadowing selected elements
  • analysing how elements of theatre performance, such as emotional nuance, are communicated through interpreters in a live setting
  • engaging with animations made by or about deaf people and critiquing the effectiveness of conveying all parameters of signing, for example, The Long Knife, or Gallaudet: The Film by Braam Jordaan
  • identifying how Deaf art forms represent people, experiences and Deaf spaces and contribute to the building of a sense of identity and cultural awareness

  VCASFC060 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC002

  Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items

  Elaborations

  • participating in signing songs and games that involve repeated signs, gestures and NMFs, for example, I went to the market and I bought … Old MacDonald had a farm …
  • participating in activities that involve classifying objects by attributes such as shapes, colours and numbers
  • following directions in activities such as an obstacle course or action game, using directional terms or depicting signs such as
    DS:turn-left DEAD-END DS:turn-right
    Go left, then at the end turn right.
    PLEASE BRING MILK FRIDGE DS:open-door POINT
    Please bring the milk; it’s at the bottom of the fridge door.
    
  • playing games that involve choice, memory or information exchange to reinforce number skills or language patterns
  • collaborating in art or craft activities that involve making decisions about choices or contributions
  • participating in barrier games and other information-gap activities that focus on describing appearance or scenes, such as a game of ‘Guess Who’ on paper with some characters named on paper A and some not named on paper B, and vice versa; taking turns to describe appearance of the characters with no name and having partner fingerspell their names back
  • participating in role-plays that involve scenarios such as ordering a meal, buying food or other items, transacting payment or giving feedback

  VCASFC002 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFU122

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

  Elaborations

  • noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example WRITE-_carelessly)
  • 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)
  • understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)
  • noticing that clauses can be made more vivid by integrating CA or DSs to show with body or hands or by showing adverbial or adjectival meanings
  • recognising how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
  • 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
  • recognising that signers may include both linguistic and gestural elements in a clause, that is, signers can tell, show or do both in a composite utterance
  • realising that in many clauses signers ‘tell’ with lexical signs at the same time as ‘show’ with DS, CA and other gestural elements

  VCASFU122 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU121

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

  Elaborations

  • noticing that meaning is created in Auslan from fully-lexical signs, partly-lexical signs and non-lexical signing and gesture
  • understanding that fully-lexical signs are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs can be changed to show information such as location or who is involved in indicating verbs
  • noticing that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation) such as those for ages, for example, 5-YEARS-OLD or adverbs of time, for example, 3-WEEKS-AGO or pronouns, for example, WE3, WE4
  • identifying where and how a signer has established a location in space (through pointing, modifying the movement of a verb, or locating a non-body-anchored noun sign)
  • recognising that signers must make explicit which referent is associated with a location
  • recognising that signers can set up referents in the signing space close to them (viewer space), for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table or distant (diagrammatic) for example, using 5claw in two locations to represent two houses
  • identifying independently instances of DSs and their type
  • 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

  VCASFU121 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU161

  Develop awareness of the social and cultural nature and context of Auslan and other sign languages, of their different modes of expression and of the related issue of language vitality

  Elaborations

  • identifying different ways Deaf community members communicate with each other and with members of the wider hearing community, including face to face or via technology such as NRS or VRS, through social media, the use of English or the use of interpreters
  • identifying how deaf people modify space to maximise visual attention, such as adjusting seating or removing visual obstacles
  • exploring different expressions for gaining attention or signalling enjoyment, such as tapping, waving, stomping or using visual applause, and their suitability for visual language users
  • recognising that Aboriginal and Torres Strait Islander peoples’ use of signed languages is culturally determined and shaped by their beliefs and values
  • understanding cultural values associated with the conferment of name signs to people, such as second language learners of Auslan who are joining the Deaf community
  • exploring the vitality of Auslan and other spoken and signed languages, appreciating that a language with strong vitality is one used by many people in the home and other domains, across generations, to talk about most topics
  • understanding how and why some deaf children face challenges with communication in hearing families or in social settings
  • understanding that some languages used in Australia, such as English, have large numbers of users, while others, such as many spoken and signed Aboriginal and Torres Strait Islander languages, are endangered or in the process of being revived or reclaimed
  • recognising the important role of deaf families and deaf schools in preserving and maintaining Auslan and cultural identity
  • understanding that Aboriginal and Torres Strait Islander signed languages arise from specific needs, for example, certain cultural restrictions on speech, or the presence of deaf people
  • exploring relationships between place, space and people, considering why some places and spaces make deaf people feel comfortable and promote a sense of cultural belonging and pride
  • identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan, and recognising that this ownership rests with the Deaf community and is determined by traditional social groupings/families, places, history and stories

  VCASFU161 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language awareness

• VCASFU234

  Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan

  Elaborations

  • recognising that people from different places and backgrounds may use different languages and have ways of living and communicating that differ from their own
  • appreciating that culture and cultural difference means that people may value different things or live differently, noticing observable examples of such difference, such as ways of greeting (bowing versus shaking hands) or conveying information (through words versus signs)
  • exploring how deaf people live in ways that may be different from how hearing people live and that they are primarily visual, for example by responding to stimulus questions such as How do deaf people ensure they can always see other people who are signing?
  • recognising the importance of facial expression, eye gaze and non-manual features in conveying information in a visual-gestural language and culture
  • exploring the nature of culture as an essential part of human life, understanding that it is shared, passed on between generations and is closely connected to language and identity
  • understanding that culture is more than the visible aspects of people’s lives; that it also includes invisible elements such as beliefs and values, how people think about themselves and others, how they relate to their social and physical environments; and considering how this understanding applies to users of Auslan
  • recognising that in each culture there are general rules for what to say and do, when, where and with whom, and that these rules differ from culture to culture, for example, the Deaf culture places greater importance on eye contact than cultures that communicate through spoken languages
  • identifying the importance of signing space and proxemics in Auslan, particularly in relation to a person passing between two signers, or to the positioning of communication partners
  • recognising that shared experiences shape cultural values in Auslan as in other cultures, for example the experience of deaf children being excluded from family and social discourse during dinner table conversations or social events gives rise to the value placed in the Deaf community on ensuring inclusivity and sharing information with each other
  • recognising the importance of community and culture in relation to their own lives and communities and in relation to other language groups and their communities
  • recognising the role of the Deaf community and its networks and significant places in maintaining, reflecting and strengthening Auslan and Deaf culture

  VCASFU234 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• 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

• VCASFC118

  Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces

  Elaborations

  • using a vlog journal entry to discuss how having peers who share the same language provides a social bond and builds confidence
  • identifying characteristics of deaf people’s visual awareness, such as good observation of body language and heightened alertness to hazards in the environment while walking/driving and signing
  • comparing strategies used by deaf and hearing adults to negotiate physical environments, for example, different behaviours at a bank of lifts, identifying how deaf people draw on additional perceptual resources in ways hearing people are unaware of
  • exploring technologies used by deaf people to communicate visually, such as videoconferencing apps, to support social networks and to strengthen a sense of individual or shared identity
  • investigating ways in which a sense of confidence in relation to identity influences awareness and a capacity for advocacy for Deaf rights, for example in relation to issues such as the provision of interpreters or captioning
  • discussing how their sense of identity may shift according to context and situation, and how as people mature they learn to manage ‘multiple identities’ in relation to different elements of experience, such as background ethnicity and culture and Deaf identity culture
  • identifying strategies used by deaf people to negotiate the hearing world, such as travelling with paper and pen or smart phone to take notes
  • using the concept of Deafhood to map and communicate their own journeys of identity development, for example, their identification with particular Deaf role models, and considering the role identity plays in contributing to individual, peer group and community health and wellbeing
  • engaging with deaf visitors from different groups and backgrounds about their experiences in the Deaf community, for example by interviewing the visitors and recording their responses
  • using drawings, photos or presentations to describe characteristic features of Deaf spaces beyond the classroom, such as removal of visual obstacles to signed communication, circles or semicircles for meeting and learning spaces, open-plan areas, lighting and window placement to maximise visual access to information
  • documenting and discussing places of importance to the Deaf community, such as Deaf schools, and understanding the value of these based on stories by elders and excursions to sites of significance
  • responding to elders' guidance on how cultural values, beliefs and traditions are connected through shared life experience and visual ways of being, and how they are demonstrated in community behaviour and interactions with the wider community
  • describing ways in which they can take responsibility for increasing others’ awareness of their communication and learning preferences, for example in the classroom and with extended family
  • exploring the concept of ‘Deaf gain’ and identifying examples of how wider society may ‘gain’ from the Deaf community, for example, benefits of captioning for other sectors of the broader community, such as elderly people or newly arrived migrants
  • discussing their sense of responsibility for each other as members of the Deaf community, and the need to support younger deaf individuals in the community

  VCASFC118 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Identity

• VCASFU158

  Understand that clauses can be enriched through the use of adjectives and adverbs (when, where, how), often produced with non-manual features

  Elaborations

  • exploring different semantic types of verbs in a text, for example by showing how:
    • doing (WALK, WRITE) and saying (TELL, CALL-OUT ANNOUNCE?) verbs in narrative texts give information about a characters’ actions
    • sensing (SEE, THINK) or possessing (BELONG, OWN) verbs indicate what characters think, feel or own
    • relating verbs identify or describe a noun, for example, HAVE in PRO3 HAVE LONG-HAIR
  • understanding how DSs and adverbs can give extra information about an activity
  • noticing that some signs modify the meaning of verbs, such as READ CAREFUL and that these are called adverbs
  • contributing examples of signs that tell
    • when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
    • where a verb happens (PRO3 RUN FAR or COME HERE)
    • how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
  • understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)
  • knowing that signing involves either telling with signs or showing with DSs and periods of CA
    MAN WALK SLOW
    DS(point):man-walks-slowly
    CA:man-swinging-arms-nonchalantly
    

  VCASFU158 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCASFU032

  Understand that clauses can be enriched through the use of adjectives and adverbs (when, where, how), often produced with non-manual features

  Elaborations

  • exploring different semantic types of verbs in a text, for example by showing how:
    • doing (WALK, WRITE) and saying (TELL, CALL-OUT, ANNOUNCE) verbs in narrative texts give information about a characters’ actions
    • sensing (SEE, THINK) or possessing (THAT’S-TYPICAL-OF-THEM, OWN) verbs indicate what characters think, feel or own
    • relating verbs identify or describe a noun (for example, HAVE in PRO3 HAVE LONG-HAIR)
  • noticing that some signs modify the meaning of verbs, such as READ CAREFUL and that these are called adverbs
  • contributing examples of signs that tell:
    • when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
    • where a verb happens (PRO3 RUN FAR or COME HERE)
    • how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
  • noticing that sometimes Auslan signers have information about how a verb happens through NMFs rather than separate signs, for example, WRITE -_carelessly
  • noticing that clauses can be made more vivid by integrating CA or DSs to show with body or hands or by showing adverbial or adjectival meanings
  • understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)
  • distinguishing between yes/no questions and wh- questions and noticing that each type of question has different NMFs

  VCASFU032 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCASFC199

  Interact with peers at school and contacts in the wider community to build relationships, engage in debate and to discuss aspirations or social issues

  Elaborations

  • explaining or justifying positions in discussion or debate, for example, by using space and NMFs to contrast views
  • elaborating on opinions in relation to social, community or educational matters, for example, exchanging views on a newspaper article about eugenics and deaf people
  • using researched information to contribute to formal group interactions, for example, panel discussions on issues such as the roles and responsibilities of interpreters
  • creating hypothetical situations to contextualise a discussion or debate, for example:
    PRETEND PRO2 DEAF….
    Pretend that you’re deaf …
    I-F PRO2 BOSS WILL CHANGE WHAT?
    What would you change if you were boss?
  • communicating via video calls or social media platforms using Auslan in different online contexts to build relationships and share views
  • using strategies to initiate and support discussion, for example by providing the context of a conversation to a new participant:
    PRO3 SAY…
    She was saying that …
    
  • demonstrating awareness of social sensitivities or conventions, for example by using euphemistic signs or allusions, such as TOILET, BIRTH
  • using complex sentence structures to discuss current affairs or to justify a position in relation to issues of interest to their group, for example, gender equity, conservation or social media

  VCASFC199 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising