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• VCASFU198

  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
  • reflecting on ways that Auslan describes and reflects Deaf culture, comparing this to the relationship between their own hearing/background language and culture
  • analysing how concepts related to cultural practices are expressed through language, for example, by identifying 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-2h++ reflects the shared 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 elder
  • identifying culturally significant attitudes and beliefs conveyed through Auslan that relate to history, significant individuals, places or events, for example, frustration with the use of ‘voice’ in front of deaf signers can be traced to the historical oppression of signed languages
  • 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 in 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
  • exploring ways in which production and affect related to the sign for COCHLEAR IMPLANT have evolved due to shifting values and perceptions within the Deaf community in relation to the implant, noting, for example, the transition from a negative affect to more neutral production of the sign

  VCASFU198 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCASFU030

  Identify and demonstrate how the formational elements of handshape and its orientation, movement, location and non-manual features can be arranged in signs which may be iconic, and explore ways of recording Auslan

  Elaborations

  • noticing the orientation of handshapes in signs
  • identifying and demonstrating signs with a change in handshape, for example FIND or BEST
  • identifying and demonstrating signs with a change in orientation, for example CAN-NOT or HOW
  • distinguishing between single, double and two-handed signs, and identifying which hand is dominant and which is non-dominant in two-handed 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
  • understanding that NMFs can also be an element of a sign and can show emotional states such as a happy expression or grammatical information, for example, a frown to mark a negative
  • comparing iconic signs that provide visual images of referents, such as DRINK, ELEPHANT, with English words that map to the sound images of the referents, such as animal noises, or words for sounds such as bang
  • describing how the movement changes between groups of related numbers, for example, 5, 15, 50, 5th
  • learning to film themselves and analyse the video or to read simple glosses produced by the teacher, and understanding that the English word used is often not an exact match for the meaning of the sign

  VCASFU030 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCASFC065

  Participate in and reflect on intercultural interactions and experiences, for example by considering and comparing their responses and strategies when engaging with hearing people

  Elaborations

  • comparing their experience of interacting with hearing people in various domains online or face to face, such as after-school sports clubs, analysing these experiences in terms of their perceptions, understandings or attitudes
  • reflecting on how differences between signed and spoken language users may be perceived, for example in relation to different protocols when joining interactions, taking turns, using names, or passing between people who are communicating with each other
  • reflecting on the concepts of insider and outsider views of the Deaf community and on their own position as first language learners of Auslan
  • reflecting on their own and others’ social attitudes and responses to differences in behaviours or communicative styles, for example on how they feel when hearing people do not make eye contact during an interaction
  • reflecting on how their own ways of communicating may be interpreted by hearing people, and on how they need to modify or consider other communication strategies and behaviour, such as the use of eye contact, facial expression or body language
  • comparing strategies used by deaf and hearing adults to negotiate the physical environment, for example, different behaviours that reflect different perceptual perspectives in contexts such as travelling in a lift

  VCASFC065 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• 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

• VCASFC006

  Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action

  Elaborations

  • viewing fairytales or stories from sources such as National Simultaneous Storytime books, demonstrating understanding through retelling or enacting
  • engaging in imaginative play that involves the creation of mood or momentum through repeated use of signs, handshapes and facial expressions to modify manner or intensify adjectives
  • responding to forms of Deaf art such as handshape creations, for example by reproducing key elements in their own artwork and indicating emotional response using lexical signs such as LOVE, LIKE, LOOK GOOD, NOT BAD, UGLY
  • responding to performances of Deaf poetry that evoke emotions such as sadness, fear or excitement, for example by indicating enjoyment or personal feelings
  • interacting with a signing puppet or doll in a fantasy context or situation, for example by asking questions such as WHAT YOUR NAME? or YOU HUNGRY G:WELL?
  • participating in indoor and outdoor games that use signs, handshapes and body movements in creative ways and focus on all Auslan parameters, for example, ‘Simon Says’
  • participating in Auslan games that use simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’
  • drawing a personal interpretation of a ‘visual vernacular’ description of a character’s appearance
  • viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events

  VCASFC006 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCASFC083

  Reflect on the experience of learning and using Auslan formally in school, and considering how intercultural communication involves shared responsibility for making meaning

  Elaborations

  • reflecting and reporting on how learning Auslan formally in school provides insights into the general nature of language and culture as well as an explicit means of interpreting the world in which they live
  • considering the relationship that exists between language, culture and issues of access and identity, and the significance of issues of discrimination, inclusion and exclusion
  • keeping a journal of experiences (humorous, satisfying or challenging) associated with using Auslan in school and in wider community contexts, noting changes in their responses and reflections over time and comparing insights gained through interactions with other languages and cultures
  • considering the layers of intercultural complexity and depth in the Deaf community, for example in relation to the insider/outsider concept or the role of deaf members of deaf families, and reflecting on their own position within such frameworks
  • sharing and comparing cultural and intercultural experiences and capabilities in different signed and spoken/written languages including Auslan, and identifying benefits of using more than one language, such as a larger repertoire of communication strategies, additional insights and perspectives, opportunities for new experiences
  • reflecting on their experience of living and communicating in a visual world and on particular challenges and benefits they have experienced
  • discussing how intercultural communication is a two-way process which involves shared responsibility for meaning-making and ensuring understanding

  VCASFC083 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCASFC227

  Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from their own language(s) and forms of cultural expression

  Elaborations

  • describing how it feels to use Auslan to communicate, or to watch Auslan being used by others, for example by responding to prompts such as What are the main differences you notice when observing conversations between hearing people and deaf people?
  • discussing changes or adaptations they have to make to their communicative style when using Auslan, for example waiting until they have a deaf person’s visual attention before signing to them, and maintaining eye contact
  • examining similarities and differences between ways of communicating in Auslan and in Australian English in different social situations, for example, in relation to ways of greeting/leave-taking, introducing people and using body language, facial expression and eye contact
  • reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed
  • noticing differences in forms of address in signed and spoken languages, for example, not using a person’s name when signing directly to them, unlike in Australian English
  • examining general misconceptions held by hearing people about deaf people, Auslan and Deaf culture, for example, that all deaf people can hear with hearing aids, or that deaf people may not drive
  • reflecting on and providing possible explanations for assumptions deaf people might have about hearing people or about spoken languages

  VCASFC227 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCASFU107

  Develop awareness of the sociocultural context, nature and status of Auslan and of the Deaf community in Australia and the impact of this on language change

  Elaborations

  • identifying where and when different people learnt to sign and whether they are from deaf or hearing families
  • exploring and providing possible explanations for variation in Auslan fluency among their classmates and members of the Deaf community
  • understanding the nature of the transmission of Auslan, for example, how in most cases Auslan is not passed on from parent to child, but from child to child (horizontal language transmission) or to children by deaf adults outside the family
  • investigating the use of digital technology/communication by Auslan users, for example, social media, SMS/texting and NRS and VRS, discussing how these modes of communication impact on accessibility and communication for members of the Deaf community
  • considering ways that Auslan is evolving due to different influences, including the capacity for new technologies to store, record and share sign languages
  • discussing the degree to which their classroom/school is an Auslan-accessible and Deaf-friendly environment, and how this might be further enhanced
  • investigating how Auslan and Deaf culture are promoted in the wider community, for example through the influence of organisations such as Deaf Australia, high-profile individuals such as activists or actors or events such as NWDP, Deaf festivals, Australian Deaf Games or Deaf art exhibitions

  VCASFU107 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language awareness

• VCASFU231

  Recognise similarities and differences in language features of different types of texts and in Auslan and English texts of a similar type, and notice how texts build cohesion

  Elaborations

  • recognising that texts are made up of one or more clauses, which have one or more signs in them, which together make meaning
  • comparing a short text in Auslan with an equivalent type of English text (for example, a recount in both languages) and noticing similarities and differences in structure and language features
  • examining different examples of an Auslan text on the same topic, or telling the same story, and identifying different choices signers made in the production of the text, for example the amount of fingerspelling or CA they used
  • analysing linguistic structures and features associated with more dynamic texts, such as back-channels and hesitations used in casual conversations
  • identifying examples of signers pointing to an established location to refer to a non-present referent
  • identifying how signers use space to make clear the actor or undergoer of a verb through a text, for example by pointing back to an established location to refer to a noun referent
  • identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points or list buoys, and how such strategies help maintain interest and support understanding

  VCASFU231 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | 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

• VCASFC111

  Communicate clearly in different classroom interactions and contexts, demonstrating appropriate protocols when communicating with each other, teachers and deaf people

  Elaborations

  • responding to multistep classroom instructions, for example:
    IN YOUR COMPUTER FINISH CLICK-ON ELAN
    Log in to your computer and then click on ELAN.
  • asking for repetition or clarification, for example:
    THAT RIGHT THAT?
    Is that right?
    PRO1 DON’T-UNDERSTAND
    I don’t get it.
  • negotiating turn-taking by using visual or tactile methods in taking or yielding a turn, for example:
    PRO2 FIRST NEXT-TURN-_{around-circle}
    You go first then we’ll take turns around the group.
  • using NMFs such as raised eyebrows to indicate interest, or head tilt to indicate lack of understanding
  • initiating protocols within the classroom such as:
    • gaining group attention through flashing lights, tapping, foot stomping and waving
    • maintaining eye gaze and back-channelling
    • positioning seating to keep visual communication clear, for example, sitting across from signers when communicating
  • following protocols and using appropriate language when using or accessing an interpreter, for example:
    SIT THERE PLEASE CAN YOU?
    Can you sit there, please?
  • following protocols for interrupting others, such as waiting for pauses in conversations and eye contact, or by using language such as:
    HOLD
    Hold that thought.
    QUICK INTERRUPT
    Can I just interrupt you quickly?
    

  VCASFC111 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFU014

  Recognise that groups of words combine to make clauses and include nouns and pronouns (people, places, things), adjectives (qualities) and verbs (happenings, states); and distinguish between statements and questions based on non-manual features

  Elaborations

  • categorising noun signs into those for people, animals, places or things
  • understanding that proper nouns can have a sign name or be fingerspelled
  • knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
  • identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
  • recognising that there is no verb ‘to be’ in Auslan
  • understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example,
    CALL-_him
    I called him.
    MAN THERE GO-TO POSS3 HOUSE
    That man went to his house.
    BIG MONSTER SCREAM
    A big monster screamed.
    
  • recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
  • noticing that Auslan has more flexibility in word order than English
  • distinguishing between clauses that are statements and those that are questions
  • knowing that signing involves either telling with signs or showing with DSs and periods of constructed action (CA)
    MAN WALK SLOW
    DS(point):man-walks-slowly
    CA:man-swinging-arms-nonchalantly
    

  VCASFU014 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• 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

• VCASFU232

  Explore different dimensions of variation in the structure, development and use of Auslan, including how it has been influenced by English and other signed languages

  Elaborations

  • exploring similarities and differences in the two main Auslan dialects, the northern dialect, used in New South Wales, Queensland and the Australian Capital Territory, and the southern dialect, used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory, for example through building webcam relationships with other schools or by identifying and collecting signs that differ in the two forms
  • researching how BSL from the 1800s evolved into Auslan, NZSL and modern BSL, for example by finding and classifying examples from Auslan, NZSL and BSL signbanks
  • understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historical records of signing
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and in different domains of language use, and discussing why this is the case
  • 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, and lexicalised fingerspelling, such as HOW, BUT, ABOUT, FOR
  • recognising that Auslan includes loan signs from Signed English, such as TOY or DAD, and understanding why some older deaf people are uncomfortable with these changes
  • 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
  • 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
  • noticing the variation in ‘handedness’ between signers in relation to both signs and to fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU232 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFC003

  Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking

  Elaborations

  • recognising their own and their classmates’ fingerspelled names used in games or routines such as roll call
  • asking for help, offering assistance or requesting permission in polite ways, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    CAN SHARE?
    Can we share these?
    
  • demonstrating attentive watching across a range of school contexts, such as assemblies or classroom discussions
  • following instructions for class routines, for example:
    PLEASE WITH-2++ DS:sit-opposite
    Please find a partner and sit opposite each other.
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me PRO1
    Look to the front.
    
  • gaining others’ attention in appropriate ways, relying less on tap and more on other strategies, and responding to others’ attempts to gain their attention
  • following protocols such as stopping when lights are flashed, and observing appropriate distance between signers
  • learning to be a supportive group discussion member, for example by asking relevant questions, providing feedback, prompting, using NMFs to indicate agreement or disagreement
  • formulating different kinds of open and closed questions, including WHEN, WHY and HOW questions
  • signing appropriately to maintain or change a topic, to remain on task and take turns
  • interacting with each other or the teacher by using eye gaze and other NMFs to indicate agreement/disagreement or understanding/lack of understanding
  • negotiating turn-taking, for example:
    PRO1 FIRST YOUR-TURN
    It’s my turn first, then your turn.
    
  • watching, remembering and responding to increasingly complex instructions of two or more steps, for example by moving or locating objects in the classroom
  • using the appropriate NMFs for asking questions and making statements when interacting in small groups

  VCASFC003 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC244

  Recognise that the concept of identity is complex, dynamic and diverse, and consider how students learn more about their own identity through the exploration of other languages and cultures

  Elaborations

  • reflecting on how identity is expressed across cultures and through languages, for example by considering the idea of ‘belonging’ as expressed in different languages
  • investigating how particular policies and practices may affect the sense of identity of deaf people, for example, through the prohibition of the use of Auslan in schools in the past
  • viewing excerpts of different footage in Auslan or other signed languages and identifying language or behaviour that appears to be either inclusive or exclusionary and could impact on identity development, for example, the representation of deaf teenagers in the TV program Switched at Birth or in documentaries such as Welcome 2 My Deaf World and Deaf Teens: Hearing World, making connections or comparisons with their own experiences as teenagers
  • evaluating documentary footage of famous members of the Deaf community discussing identity and the experience of growing up deaf, comparing their commentaries with their own experience, paying attention to identified factors that can influence identity, such as gender or race
  • creating vlogs or filmed texts designed to share their understanding or views about Deaf/hearing identity and to prompt the intended audience to reflect on their own views of Auslan and the Deaf community and of what it means to be ‘hearing’
  • viewing signed news and other media texts, such as episodes of See Hear or SignPost, and discussing examples of discrimination, oppression or rejection experienced by deaf people, reflecting on how these may shape or reflect mainstream society’s perception of the Deaf community
  • considering the concepts of ‘Deaf gain’, Deafhood and audism, and comparing their response to these concepts as second language learners of Auslan
  • discussing the impact of language and culture on the shaping of identity and a sense of wellbeing
  • considering connections and shared identity between local, regional and national communities of deaf people for example, by inviting a deaf guest to share their experiences of travel or international contact

  VCASFC244 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Identity

• VCASFC110

  Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions

  Elaborations

  • negotiating roles and responsibilities in shared learning activities, using expressions such as:
    PRO2 TYPE PRO1 WRITE
    You type and I’ll write.
  • understanding and using expressions of support, encouragement or praise during shared activities, for example, EXCELLENT, THAT GREAT
  • playing games that involve detailed information exchange, such as a ‘murder mystery’ type game, asking for and supplying descriptions about the suspect, for example:
    PRO3 HAVE GLASSES?
    Does he have glasses?
  • working collaboratively to plan an event such as a handball competition, using expressions related to place, time and numbers, for example:
    BEST PLAY WHERE?
    Where will we play?
    TEAM+ HOW MANY?
    How many teams are there?
  • following and giving directions for outdoor activities such as an obstacle course
  • expressing preferences in relation to roles and responsibilities in shared learning activities, using NMFs and statements such as:
    HANDWRITING PRO1 DON’T-LIKE RATHER TYPING
    I don’t like handwriting; I prefer to type it
    
  • working with peers to plan for a visit from a Deaf community member, prioritising and sequencing tasks

  VCASFC110 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | 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

• VCASFC191

  Reflect on their intercultural interactions and experiences, for example by considering their responses when engaging with Auslan users or digital resources, and on how these responses reflect their own languages and cultures

  Elaborations

  • reflecting on their interactions in Auslan and with Deaf culture, for example, through face-to-face or online interactions with other Auslan learners or deaf people, visits to Deaf community places and events or interactions with visitors to the school, analysing these experiences in terms of their previous or existing perceptions, understandings or attitudes
  • analysing cultural assumptions they made prior to learning Auslan and considering if these have changed through the experience of learning the language and interacting with deaf people
  • reflecting on the labels deaf and hearing, what these may mean to different people and their implications in terms of status, access, opportunity and privilege
  • reflecting on the concepts of insider and outsider views of the Deaf community and on their own position as second language learners of Auslan
  • reflecting and reporting on how learning Auslan provides general insights into the nature of language and culture and on how their assumptions about deaf people and ways of reading the world are changing as a result of intercultural language learning
  • reflecting on general social attitudes and responses to differences in behaviours or communicative styles, such as those that characterise communication in Auslan
  • reflecting on their identity as ‘second language learners’ and considering whether the experience of learning an additional language/culture impacts on their aspirations, career considerations or social-networking opportunities
  • reflecting on how their own ways of communicating may be interpreted when interacting with deaf people, and on the need to modify elements of their behaviour, for example in relation to the use of eye contact, facial expression or body language

  VCASFC191 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCASFU031

  Observe that signers can include different information, including gestural overlays, within a single sign, and identify examples of signers using space grammatically through points, depicting signs and 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
  • discussing the functions of different pointing signs, such as pronouns, determiners and locatives
  • understanding that some verb forms in Auslan indicate who is involved in a verb by changing the direction of the movement or orientation of the handshape
  • noticing the relationship between the location of referents and the direction of some indicating verbs
  • recognising who is the actor and undergoer of the verb in a clause
  • identifying with support examples of DSs and becoming familiar with the terms entity, handling and SASS DSs
  • comparing English adjectives with SASS DSs
  • knowing that signers can reconstruct/act out their own or another’s talk and/or actions and that this is called CA

  VCASFU031 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language