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• VCASFU144

  Notice that people use language in ways that reflect their culture, such as where and how they live, who they live with and what is important to them

  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 learning Auslan involves entering into a visual world or culture, for example by exploring different connections with physical space, such as being able to communicate through windows, or from a distance
  • exploring how deaf people live in ways that may be different from how hearing people live, for example by responding to stimulus questions such as How do deaf people ensure they can always see other people who are signing? How do deaf people watch movies or television programs?
  • recognising the importance of facial expression, eye gaze and NMFs in conveying information in a visual-gestural language and culture
  • 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

  VCASFU144 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCASFU018

  Understand that people use language in ways that reflect their culture, such as where and how they live, who they live with and what is important to them

  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, and noticing observable examples of such difference, such as ways of greeting (bowing versus shaking hands) or conveying information (through words versus signs)
  • exploring how hearing people live in ways that may be different from how deaf people live, for example by responding to stimuli such as: Compare how deaf and hearing people know someone is at the front door. or How do deaf and hearing people wake up in the morning?
  • recognising the importance of facial expression, eye gaze and non-manual features in conveying information in a visual-gestural language and culture
  • recognising the importance of language, community and culture in relation to their own lives and in relation to other language groups and their communities
  • considering how some spaces make deaf people feel comfortable, for example, contexts where distance between signers allows for easy visual access

  VCASFU018 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCASFC005

  Present information about self, family, people, places and things using signed descriptions and visual prompts

  Elaborations

  • describing an object, animal or person using lexical adjectives, for example colours, or SASS depicting signs relating to size and shape
  • contributing to a digital class presentation such as a video by signing a description of their own photo or piece of work
  • demonstrating a simple procedure using list buoys and related sign vocabulary to demonstrate the different steps
  • labelling objects in the classroom and in learning resources such as books and wall charts with pictures of signs
  • recounting to the class details of a personal experience such as a holiday or weekend event
  • reporting aspects of their daily routines or family life, such as how they travel to school or what they eat for lunch
  • categorising and displaying pictures of signs, for example on a handshape wall
  • presenting specific information such as a weather report using visual prompts or a digital presentation
  • sharing information about their family, home or local community with their classmates, for example, through signed commentary to a display or digital presentation
  • reporting key elements obtained from predominantly visual infographics or diagrams related to different learning areas, for example, life cycle charts
  • providing information needed to complete an information-gap activity, for example, ‘20 Questions’ with yes/no answers, or ‘Guess Who?’

  VCASFC005 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCASFC130

  Identify specific points of information in simple Auslan texts relating to people, places and things and use the information to complete guided tasks

  Elaborations

  • responding to signed information such as class messages or short introductions, for example by identifying names, school locations, numbers or times
  • identifying and applying specific information in Auslan texts to complete guided tasks such as colouring-in and craft activities
  • gathering information from each other about topics such as family members, favourite foods, toys and games to report back to the class using familiar structures and modelled language, for example:
    SISTER-BROTHER HOW-MANY?
    How many brothers and sisters do you have?
    
  • identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape, for example when interacting with materials and objects
  • identifying and categorising a select range of signs according to handshape
  • following an Auslan text to gain information needed to complete an action-based activity, such as an obstacle course

  VCASFC130 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• 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

• 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

• Auslan - Second Language Learner - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, using repeated constructions, gestures...

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2

• VCASFC011

  Notice similarities and differences between Auslan and spoken languages in relation to ways of interacting, sharing stories and playing games

  Elaborations

  • comparing aspects of their lives as signing children with those of non-signing children represented in digital images, video clips or stories, for example, ways of playing games, telling stories or interacting at school, home and in the community
  • discussing changes or adaptations they have to make to their communicative style when interacting with non-signers

  VCASFC011 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCASFU139

  Recognise and restrict signing to the standard signing space, and understand that pronouns, depicting signs and verbs can be located meaningfully in that space

  Elaborations

  • describing the range of signing space in normal signed discourse
  • comparing and contrasting Auslan and English pronouns
  • noticing that the beginning and end locations of some verbs can be modified to show the referents involved, for example:
    PRO1 ASK PRO3 versus PRO1 ASK-_her
    
  • identifying what sorts of things can be represented in a DS by handshape, for example, point can mean a person or tree or pole

  VCASFU139 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCASFU142

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

  Elaborations

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

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

• VCASFU016

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

  Elaborations

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

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

• VCASFU013

  Recognise that signing happens in a finite space that can be used meaningfully within individual signs, learning in particular how depicting signs, some verbs, pronouns and enacting make use of spatial relationships

  Elaborations

  • realising that meaning is communicated through the use of signs, pictures, written or spoken words or miming
  • describing the range of signing space in normal signed discourse
  • 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 (WE3, WE4)
  • noticing that Auslan pronouns are different from English ones because they don’t show gender but they can show location and a specific number of referents, for example, WE2 (inclusive) and WE3 (inclusive) or WE2-NOT-INCLUDING-YOU (exclusive)
  • noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example:
    PRO1 ASK PRO3 versus PRO1 ASK-_her
    PRO3 ASK-_me CA:I-was-shocked
    
  • identifying what sort of things can be represented in a DS by a particular handshape, for example a distant person, pole or tree can be represented by a point handshape, and a cylinder can be traced by a C handshape

  VCASFU013 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCASFC010

  Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community

  Elaborations

  • describing themselves as belonging to their family and to social groups such as their class or age cohort of deaf children
  • exploring concepts of difference and sameness
  • representing their relationships with others by drawing pictures, adding captions to photos, creating posters or digital presentations to depict their family, labelling immediate and extended family members as deaf or hearing
  • identifying themselves as members of different groups and describing their relationships with deaf, hard of hearing and hearing children, family members, the Deaf community and the wider ‘hearing’ society
  • identifying and describing physical markers of identity among deaf children, for example hearing devices such as hearing aids, cochlear implants and FM systems
  • identifying and discussing their own and each other’s family names, given name/s and name signs
  • identifying elements of their behaviours or relationships that mark their individual or Deaf community identity such as the use of Auslan
  • identifying places that are significant to them personally and are important to their identity
  • exploring relationships between place, space and people, considering why some places and spaces make deaf people feel comfortable and promote a sense of belonging, for example those that facilitate face-to-face communication
  • considering roles and responsibilities in relation to membership of a Deaf community, for example by describing how they can help others to be aware of their communication preferences in the classroom or with extended family
  • exploring their shared experience as ‘people of the eye’, for example by identifying the importance of space for waving or using flashing lights to gain attention or to give visual applause

  VCASFC010 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Identity

• VCASFU140

  Recognise that groups of words are combined to make a clause and that Auslan has word classes such as nouns, adjectives or verbs, and distinguish between statements and questions

  Elaborations

  • categorising noun signs into those for people, animals, places or things
  • learning 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
  • noticing there is no equivalent of the verb ‘to be’ in Auslan, which is a significant difference to English
  • 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 in English
  • distinguishing between clauses that are statements and those that are questions

  VCASFU140 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCASFC137

  Notice what is similar to or different from their own language and culture when interacting with stories, games and different forms of artistic expression in Auslan and from Deaf culture

  Elaborations

  • responding to teacher prompts in Auslan or English to capture their impressions when viewing images, video clips or stories in Auslan, for example:
    PRO2 LOOK VIDEO. LOOK WHAT?
    You saw the video. What did you notice?
    HAVE SAME? HAVE DIFFERENT? WHAT?
    What’s the same? What’s different?
    
  • comparing aspects of their own lives with those of deaf children represented in digital images, video clips and stories, for example, ways of playing games, telling stories or interacting at school, home and in the community
  • describing how it feels to use Auslan to communicate 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 conversations between hearing people and between deaf people?
  • discussing changes or adaptations they make to their communicative style when using Auslan, for example waiting until they have a deaf person’s visual attention before signing to them, maintaining eye contact when the other person is signing to them

  VCASFC137 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCASFC127

  Participate in simple interactions with their peers and teachers using high-frequency signs, non-manual features and gestures to talk about self, family and class activities

  Elaborations

  • using greetings and farewells following modelled signs such as HELLO, HOW-ARE-YOU? SEE LATER, GOOD MORNING M-R J-O-N-E-S
  • asking and answering questions that require an affirmative or negative response, for example:
    WANT PLAY HIDE-AND-SEEK?
    Do you want to play hide and seek?
    PRO2 ALIGHT?
    Are you alright?
    
  • asking and answering simple questions about family, friends and pets, such as:
    PRO2 BIRD HAVE PRO2?
    Do you have a bird?
    PRO1 DON’T-HAVE
    I don’t have one.
    SISTER-BROTHER HOW MANY?
    How many brothers and sisters do you have?
    2 BROTHER 1 SISTER
    Two brothers and one sister.
    
  • describing the appearance of people or objects using simple statements and supporting pictures or props, for example:
    PRO3 HAVE DS:curly-hair
    He has curly hair.
    THAT HORSE BIG
    The horse is big.
    
  • expressing likes and dislikes using simple statements such as:
    PRO1 LIKE SCHOOL
    I like school.
    FLOWER DON’T-LIKE
    I don’t like flowers.
    PRO1 HATE APPLES
    I hate apples.
    
  • expressing feelings using lexical signs and affective NMFs, for example:
    PRO1 HAPPY
    I’m happy.
    PRO3 GRUMPY
    She’s grumpy.
    
  • expressing wishes for particular occasions or events, for example, THANK-YOU, GOOD-LUCK or HAPPY BIRTHDAY
  • making arrangements using simple time markers without numeral incorporation, for example, TODAY, TOMORROW, NEXT-WEEK
  • referring to family members and classmates by fingerspelling a name or using a sign name
  • describing what they are doing in class activities using plain verbs, for example, PRO1 RUN, PRO1 READ

  VCASFC127 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC001

  Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills

  Elaborations

  • interacting with others using greetings according to relationship, context and time of day, for example: HELLO, HOW-ARE-YOU? SEE LATER, GOOD MORNING M-R-J-O-N-E-S
  • asking and answering questions about families, friends, pets, routines or pastimes, for example:
    PRO2 ARRIVE SCHOOL HOW? CAR TAXI WALK G:WELL?
    How do you get to school?
    WHAT POSS2 FAVOURITE SPORT WHAT?
    What’s your favourite sport?
    POSS1 BIRTHDAY WHEN D-E-C
    My birthday is in December.
    
  • using everyday social exchanges such as thanking, apologising, expressing wishes or congratulations, for example:
    THANK-YOU HELP-_me
    Thank you for helping me.
    SORRY A-C-C
    I’m sorry, it was an accident.
    GOOD-LUCK POSS2 RACE
    Good luck for your race.
    
  • introducing themselves or a friend to class visitors, for example:
    HELLO POSS1 NAME G-A-V-I-N SIGN-NAME:GAVIN
    Hi, my name’s Gavin and this is my sign name.
    
  • supporting interaction when socialising with their peers, for example by indicating agreement or disagreement through nodding or head shaking
  • recounting personal experiences using specific time markers such as BEFORE, AFTER, LONG-TIME-AGO, YESTERDAY
  • recounting experiences shared as a class, such as excursions or special visitors, using appropriate sequencing of information
  • describing family members, friends or teachers in terms of physical appearance and characteristics, for example:
    PRINCIPAL YOU-KNOW SHORT LONG-HAIR GLASSES?
    You know the principal? She’s short, has long hair and wears glasses.
    POSS1 BROTHER OLD++ TALL SKINNY
    My brother is older; he’s tall and skinny.
    
  • comparing likes, dislikes and preferences, for example:
    PRO1 LIKE APPLE PRO1 DON’T-LIKE ORANGE
    I like apples but I don’t like oranges.
    
  • exploring different ways of expressing emotion through the use of NMFs and lexical signs, for example:
    PRO3 TEASE-_me
    She teased me.
    NOW PRO1 HAPPY BEFORE PRO1 CRANKY
    I’m happy now but before I was cranky.
    
  • sharing their opinions about classmates or classroom resources using evaluative language and superlatives, for example:
    S-A-M RUN FAST C-H-R-I-S WOW FAST SPEED
    Sam runs fast but Chris runs the fastest.
    THAT BEST COMPUTER
    That’s the best computer.
    
  • sharing information about personal experiences or recent events, using time markers that incorporate numerals, such as THREE-DAYS-AGO, NEXT-WEEK, LAST YEAR, IN-TWO-DAYS
  • referring to family members’ and classmates’ names using fingerspelling or sign names as appropriate
  • describing class activities using plain or indicating verbs, modifying the indicating verbs some of the time, for example:
    THERE SIT BOOK READ, FINISH PUT++
    Over there we sit and read books, and when we’re finished we put them away.
    PENCIL PRO1 GIVE++
    I’ll give out the pencils.
    
  • conversing with friends using appropriate turn-taking strategies
  • asking and answering questions related to time, place, number, days of the week, months and seasons, for example:
    WHY SHOULD LOOK-_left LOOK-_right BEFORE ROAD CROSS
    Why do we need to look left and right before crossing the road?
    ONE WEEK DS:length HOW-MANY DAY?
    How many days in a week?
    
  • describing relationships between members of their family or between classmates, for example:
    PRO3 POSS1 COUSIN WE2 GOOD FRIEND.
    She’s my cousin; we’re good friends.
    POSS3 FATHER PUNISH PRO3
    Her father punished her.
    

  VCASFC001 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising