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• VCASFC225

  Create bilingual texts and learning resources to use in the classroom

  Elaborations

  • creating English captions for short recorded phrases in Auslan
  • creating digital glossaries of new sign vocabulary, which can be used to share their personal learning with family members
  • recording and transcribing into English some simple Auslan ‘identity stories’ filmed with members of the Deaf community
  • captioning examples of classmates’ work in Auslan, for example, simple short stories
  • creating translations of song lyrics for performance in Auslan
  • translating short, simple written or spoken texts into Auslan, for example, instructions for a game or procedures such as recipes

  VCASFC225 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC243

  Create, develop and resource bilingual texts for use in the wider school community

  Elaborations

  • creating bilingual texts for the school community, for example, posters, library displays or digital newsletter items, discussing how to represent meaning in two languages for different audiences
  • developing collaborative translations of selected signed texts into spoken English or caption form
  • collecting and recording various Auslan phrases and expressions used by native Deaf signers, attaching English captions with appropriate translations, for example, PAH! = finally, TALK = communicate in speech or Auslan, CHAT = talk in Auslan
  • creating Auslan clips with English captions for the school website of items of interest to the school community
  • composing bilingual texts for class or school assembly performances, events or displays, for example, NWDP announcements

  VCASFC243 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFC027

  Create bilingual versions of different types of texts, such as captioned recordings of Auslan phrases or classroom resources such as posters and digital displays

  Elaborations

  • creating captions in English for basic recorded signed texts, for example, a ‘welcome to the school’ video
  • creating bilingual texts for the classroom or school community, such as posters including signed images or digital library displays, and discussing how to represent meaning in different languages for different audiences
  • creating cards for use by younger children that contain pictures, labels and signs, for example, cards relating to different forms of transport
  • making their own bilingual picture dictionaries with English labels, images and simple descriptions of signs, identifying and categorising signs according to handshape

  VCASFC027 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCASFC171

  Create their own bilingual texts and learning resources such as electronic displays, websites or digital newsletters

  Elaborations

  • composing bilingual texts for class or school assembly performances, events or displays, for example, National Week of Deaf People announcements
  • constructing and co-maintaining a bilingual website with a Deaf school
  • creating bilingual texts for younger children, such as an online Auslan–English dictionary of school-specific vocabulary

  VCASFC171 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCASFC081

  Create resources such as videos, glossaries and classifications in English to interpret cultural aspects of Auslan texts

  Elaborations

  • collecting and explaining to non-Auslan users expressions and culturally specific terms encountered in Auslan texts, for example, hearing, residential school
  • collecting and recording different signs, attaching English captions with appropriate translations, for example, PAH! = finally, TALK = communicate in speech or Auslan, CHAT = talk in Auslan
  • creating a bilingual virtual tour of the school for use on the school website
  • developing a signed and captioned film presentation, for example, about how to work with an interpreter
  • making a short bilingual documentary in Auslan and English about a topical issue, moving through the processes of drafting, translating and captioning the final product
  • capturing and presenting stories recorded from interviews in Auslan with members of the Deaf community, captioning the interviews in English

  VCASFC081 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFC045

  Create their own bilingual texts and learning resources to use themselves or to share with others, such as Auslan–English dictionaries, posts to websites, digital newsletters or school performances

  Elaborations

  • composing bilingual texts for class or school assembly performances, events or displays, for example, National Week of Deaf People announcements
  • using bilingual online dictionaries and electronic tools to compose bilingual texts, for example, captioned Auslan texts such as an online Auslan–English version of a school newsletter
  • constructing and co-maintaining a bilingual website with a Deaf school
  • creating bilingual texts for younger children, such as a mini Auslan–English dictionary of school-specific signs

  VCASFC045 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• 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

• Languages | Auslan: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Auslan

• Languages | Auslan: Learning in Auslan

  Auslan (Australian Sign Language) is the language of the Deaf community of Australia and is descended from British Sign Language (BSL). Auslan and other signed languages around the world are fully-fledged languages that are visual-gestural in nature. They have a complete set of linguistic...

  Overview material | Auslan

• Languages | Auslan: Structure

  Sequences of learning

  The Auslan curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in primary...

  Overview material | Auslan

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

  By the end of Level 8, students interact to share ideas and interests and to offer opinions, using compound and complex sentences, for example by using lexical conjunctions as well as non-manual features (NMFs). They participate in discussions and debates, acknowledging others’ opinions...

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

• VCASFC076

  Research and evaluate information from different sources and perspectives, summarising opinions and critically appraising relationships between texts and contexts

  Elaborations

  • evaluating information collected from different sources to debate issues of interest and significance to the Deaf community, such as eugenics, deaf technology or interpreter ethics
  • using critical literacy skills to recognise textual bias and to distinguish between fact and opinion in differently sourced texts relating to the Deaf community and/or deafness
  • researching a significant event that affects/has affected the Deaf community, summarising findings in the form of contributions to a panel discussion or debate
  • evaluating information presented by their peers or teachers, providing constructive feedback supported by evidence
  • appraising and summarising opinions expressed in formally and informally signed texts
  • using stories by elders and excursions to sites of significance to document, describe and provide explanatory detail of places of importance to the Deaf community
  • using primary or secondary signed sources to research significant events in Deaf history to present a critical overview of how information can be differently presented

  VCASFC076 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• Auslan - Second Language Learner - 7–10 Sequence: Levels 9 and 10 description

  Students are increasingly aware of differences between Auslan and English. They are expanding their knowledge of vocabulary and sentence construction. With support, they use constructed action to show participants in a text, modify indicating verbs for non-present referents with increasing accuracy...

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

• Auslan - First Language Learner - F–10 Sequence: Levels 9 and 10 description

  Students extend their grammatical knowledge to a range of forms and functions that give them control of more complex elements of text construction and sign formation. They have a greater degree of self-correction and repair. This greater control of language structures and systems increases confidence...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence

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

  Students draw on grammatical and lexical resources to produce and understand more complex language. With support, they build increasing cohesion and complexity into their language production in both content and expression. Students expand their understanding of Auslan grammatical forms and features...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence

• 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

• Auslan - First Language Learner - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use Auslan to share information, experiences, interests, thoughts and feelings in relation to their personal and immediate worlds. They describe the appearance of people, objects and places using SASS depicting signs and spatial location, for example, HAVE DS:...

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

• VCASFC041

  Present information to describe, explain, persuade or report on different experiences or activities in ways likely to engage the intended audience

  Elaborations

  • providing step-by-step instructions to peers, for example directions to a location or explanations of how to build a model
  • creating signed announcements that use persuasive techniques to inform others about upcoming events, for example a Deaf theatre performance or National Week of Deaf People
  • reporting in digital form on their experiences of shared events such as school camps or concerts to send as feedback to the organisers
  • creating a video report of an event in Deaf history as a contribution to a shared e-book resource
  • developing a signed news report or public announcement to inform or alert an imagined audience of a recent or impending natural disaster
  • providing instructions for a group activity such as a maths or computer game
  • creating a digital clip or social media post that presents information on a selected issue in ways designed to persuade or dissuade the intended audience, for example an anti-smoking post or a clean-up-the-environment appeal
  • engaging with deaf visitors from different groups and backgrounds by creating a vlog about the visits and their responses to different identity stories
  • explaining a new concept encountered in content areas such as geography or history, such as erosion or revolution
  • preparing a short signed presentation for their peers drawing on information obtained from library resources or media texts on topics related to other curriculum areas such as visual arts or history

  VCASFC041 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCASFC099

  Create different types of bilingual texts to support their classroom learning

  Elaborations

  • using images of Auslan signs and equivalent words in English to name and label familiar objects, classroom items or school resources, using posters and digital glossaries with captions
  • developing a handshape dictionary using palm cards or digital means, including equivalent English terms
  • using photos of family members to create a family tree or chart, captioning and labelling in English each family member with corresponding images of Auslan signs
  • creating bilingual texts for younger children, such as a mini Auslan–English dictionary of school-specific signs
  • making their own bilingual dictionaries with English labels, Auslan sign images and simple descriptions of signs, identifying and categorising signs according to handshape

  VCASFC099 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• 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