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• VCASFC077

  Prepare and present researched information on a range of issues, considering the context in which the information will be received

  Elaborations

  • presenting a sustained signed explanation on a given topic, using information selected from a range of sources to suit the intended audience
  • using evidence selected from independent research sources and evaluative or persuasive language to respond to arguments about issues such as eugenics, deaf technology or interpreter ethics
  • presenting information on current affairs or news items, identifying bias and the effect of context on the shaping of texts
  • arguing a predetermined, evidence-based position in a panel discussion/debate on controversial questions, for example, the inclusion of deaf members of a jury
  • designing the presentation of an Auslan text for a vlog that requires voice interpreting with notes to indicate emphasis and to clarify meaning
  • providing explanations of abstract or technical concepts, such as poverty or radiation from uranium, shaping the style of the presentation to suit the intended audience, for example through significant use of depicting signs
  • presenting an interpretation of graphs and statistics that provide information relating to the Deaf community, discussing findings and making predictions about future changes or patterns

  VCASFC077 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCASFC170

  Translate familiar texts from Auslan to English and vice versa, noticing which words or phrases require interpretation or explanation

  Elaborations

  • finding and using phrases that have direct translations between Auslan and English, for example, Goodnight, Happy birthday
  • shadowing a story in Auslan as a pre-interpreting skill, noticing which phrases and concepts need more unpacking
  • demonstrating the use of a bilingual online dictionary (Signbank), for example by looking up various meanings of the word run and comparing variation in signs for the concept in different contexts, and using it to translate Auslan texts into English and vice versa
  • using resources such as Signbank to identify words which might not have a direct sign equivalent, for example, jewellery, pets and other collective nouns
  • translating segments from popular children’s texts such as fairytales or short stories into Auslan, considering why some elements cannot be translated literally

  VCASFC170 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | 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

• VCASFC152

  Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story, noticing which ones are difficult to interpret

  Elaborations

  • participating in shared reading of texts such as the Auslan–English versions of ‘The Wrong Book’ and answering questions about unfamiliar signs and word/sign matches and mismatches in the text
  • identifying and comparing key signs and words in Auslan and English versions of favourite stories, for example, ‘The Three Little Pigs’ and ‘The Old Woman Who Swallowed a Fly’, noticing how signs can represent concepts which might not have a direct match in English
  • translating popular children’s songs into Auslan, for example, ‘Happy Birthday’
  • playing matching-pair games with Auslan sign-image flashcards and English flashcards, for example, matching cards associated with weather or animals in both languages
  • collecting and noting a list of gestures commonly used by hearing people when speaking English that have similar meaning when used in Auslan, for example, head nodding, shoulder shrugging, pointing to watch

  VCASFC152 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCASFC117

  Create bilingual texts such as notices, displays or newsletters for use in the wider school community

  Elaborations

  • creating captions for pre-recorded signed texts to be used in a variety of school contexts, for example, a translation of the Auslan version of the school song or a ‘welcome to the school’ video
  • creating bilingual texts for use in the school community, such as informative posters that include signed images or digital library displays about Auslan, considering how to represent meaning in the two languages for different audiences
  • composing bilingual texts for class or school assembly performances, events or displays, for example, NWDP announcements
  • using bilingual online dictionaries and electronic tools to compose bilingual texts such as an online Auslan–English version of a school newsletter
  • contributing items of signed news and information to a bilingual school website or web page associated with their class, school or local community

  VCASFC117 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFU213

  Explore the relationship between particular text types, audience, purpose and context and analyse language features used by signers to create cohesion and achieve the purpose of the text

  Elaborations

  • analysing specific types of text by identifying characteristic language features
  • analysing a videoed class debate to see how language is used to justify opinions and persuade others
  • conducting an in-depth analysis of a selected sign text, taking into account audience, purpose and topic to explain language choices made by the signer
  • noticing how grammatical choices can shade meaning, determine perspective and establish relationship, for example the effect of choosing to be more or less English-like
  • expanding understanding of textual conventions, for example by explaining why signers choose alternatives to actor-verb-undergoer in a real text to topicalise an important point
  • noticing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
  • analysing the ways in which Auslan uses NMFs to link clauses and achieve textual cohesion

  VCASFU213 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU193

  Develop knowledge of additional elements of the Auslan grammatical system, analysing indicating verbs, depicting signs and constructed action

  Elaborations

  • noticing that meaning is created in Auslan from fully-lexical signs, partly-lexical signs and non-lexical CA and gesture
  • recognising that signers can use locations for present referents, non-present referents, or abstract referents that do not exist in space
  • recognising that nouns can be pluralised by locating them repeatedly regardless of their original location
  • distinguishing between directional and locational indicating verbs

  • recognising that handshape and movement represent different things in each type of DS, for example:

    • entity DSs: the handshape is an object or person, and the movement is the movement or location of that object or person
    • handling DSs: the handshape represents a person’s hands touching or moving another object, and the movement shows how the hands move
    • SASS DSs: the handshape and movement outline the shape or size of something
  • observing instances of CA in a text and discussing how it was marked

  VCASFU193 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU087

  Understand the interrelationship between text types, linguistic features, cohesive devices, audience, context and purpose

  Elaborations

  • analysing expository texts, identifying characteristic language elements and features
  • analysing a videoed class debate to identify how language is used to justify opinions and persuade others
  • analysing an Auslan text in depth, for example by identifying characteristic features of the particular text type and discussing how language choices are made to take account of a text’s intended audience and purpose
  • noticing how grammatical choices shade meaning, reflect perspective and establish relationship between text participants, for example choosing to be more or less English-like in a particular context or relationship
  • noticing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
  • applying knowledge of ellipsis to achieve cohesion

  VCASFU087 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• 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

• VCASFU105

  Recognise similarities and differences in language features of different types of texts, and notice how signers build cohesion in texts

  Elaborations

  • recognising that texts are made up of one or more clauses, which have one or more signs in them, which together make meaning
  • looking at short recounts or narratives in Auslan and identifying information necessary to communicate with others such as who was involved or when and where the event happened
  • recognising that different signed texts serve different purposes and discussing and comparing these purposes, for example, a procedure is to explain how, a narrative is to entertain
  • identifying how signers use space to track participants 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 noticing how such strategies help maintain interest and support understanding

  VCASFU105 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCAVAR024

  Respond to visual artworks, including artworks by local Aboriginal and Torres Strait Islander peoples, by describing subject matter and ideas

  Elaborations

  • identifying where students can experience art in their lives and communities, for example, keeping a diary of ‘art experiences’ and discuss how visual artworks communicate subject matter and ideas
  • discussing why artworks are made, by whom and for what purposes, for example, who made the artwork? where is the artwork from and why was it made? Where and how are artworks displayed?
  • describing how visual conventions are combined in their artworks and in the artwork of others to express ideas and concepts, for example how Aboriginal and Torres Strait Islander artists use visual conventions to express ideas
  • describing and interpreting ideas in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks, and how the artworks make the viewer think and feel in response to the artists’ intentions
  • describe the role of artist in expressing subject matter and viewer in interpreting meaning in artworks

  VCAVAR024 | The Arts | Visual Arts | Levels 1 and 2 | Respond and Interpret

• VCAVAR028

  Identify and discuss how ideas are expressed in artworks from a range of places, times and cultures, including artworks by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • describe subject matter and identify in artworks from different social, cultural or historical contexts
  • discussing how artworks are made as expressions of a particular culture or identity, for example, a style of artwork that expresses the identity of their community
  • comparing artworks made for different reasons, using appropriate visual conventions, and identifying different interpretations by different viewers in a range of locations; for example, comparing artworks by Aboriginal and Torres Strait Islander artists with artworks made by other Australian artists
  • examining public art in their community and comparing it to other artworks commemorating different people, events, times and cultures
  • discussing with others the meaning of their own artworks
  • evaluate artworks from different cultures and histories using inquiry, for example, explain which artworks they like the most and why

  VCAVAR028 | The Arts | Visual Arts | Levels 3 and 4 | Respond and Interpret

• VCDEC006

  Engage with imaginative and creative texts by identifying, describing and discussing key elements, including characters, events and ideas

  Elaborations

  • engaging with imaginative texts to respond to questions about characters, events and ideas, for example, producing a profile of a character or a timeline of the main events
  • responding to an imaginative text in various ways, such as using a thinking tool to give opinions about the characters and express reactions to the text, for example, Ich finde das Mädchen sehr lustig. Das Ende ist traurig.
  • selecting images to illustrate a piece of text, such as a picture, colour, symbol or emoticon to reflect the content or mood, and explaining choice, for example, Das Lied ist optimistisch/aggressiv.
  • listening to and viewing performances such as music video clips or extracts from films, sharing reactions with peers, noticing ideas and comparing aspects that may be similar or different across cultures
  • performing a song or poem in response to an imagined experience, incorporating actions and props to enhance meaning and to entertain

  VCDEC006 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCDEC180

  Make choices while using German, recognising own assumptions and responsibility for modifying language and behaviours in relation to different cultural perspectives

  Elaborations

  • exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings or behaviours, for example, attitudes to interruptions, personal space and physical contact, and degree of formality or directness
  • reflecting on learning and using German, such as breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained
  • reflecting on and explaining aspects of language and cultural behaviour that need to be modified when communicating in German, evaluating how own language choices may be perceived by German speakers and making adjustments to enhance meaning, for example, the overuse of ‘polite’ phrases such as Können Sie mir bitte … ? and Aber meiner Meinung nach … rather than expressing wishes or responding to a suggestion in a more direct manner
  • challenging own assumptions and offering different perspectives to new language-learning contexts and situations

  VCDEC180 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCDEC022

  Present information and opinions in different modes and familiar text types appropriate to audience, context and purpose, applying conventions of text types

  Elaborations

  • presenting information in a range of persuasive and informative texts, such as advertisements, websites and magazine articles, using visual images and/or sound effects to enhance meaning for different target audiences
  • explaining a procedure or practice, using simple language and supporting graphics, materials and gestures, for example, how to play a game or sport, a cooking show segment, or fashion tips
  • creating a web page for young German-speaking travellers looking for work in Australia, indicating different regional employment possibilities and providing key points of information about each region, for example, Farmarbeit in Queensland, Kindermädchen im Outback, Küchenhilfe an der Südküste
  • conveying information, opinions and ideas by aligning choice of language and text structure to topics and themes, for example, using emotive images and captions to highlight issues such as Jugendarbeitslosigkeit, or rap rhythms and slogans to provoke reactions or to entertain

  VCDEC022 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCDEC124

  Present information in modelled spoken and written texts relating to personal, social and natural worlds

  Elaborations

  • introducing family members and friends, identifying relationships and cultural backgrounds (Das ist mein Opa. Er kommt aus China.), using simple descriptive language and supporting resources to enhance meaning
  • collecting information about one another’s likes, dislikes or interests, using checklists, surveys or question cues to present a class profile, chart or database, for example, Lieblingstiere, Lieblingssport, Lieblingsserie, Lieblingsmusik
  • selecting information gained from print, visual or digital texts to design a class book or digital display, for example, details of animals and their habitats and/or food from a zoo website or a children’s documentary film about wild animals (Der Affe wohnt im Dschungel)

  VCDEC124 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCDEC009

  Create and maintain individual and shared bilingual texts and resources such as signs, word lists, posters, games and photo stories

  Elaborations

  • creating and using bilingual resources for language learning, such as glossaries or personal German–English and English–German print and digital word lists and dictionaries with examples and explanations of language use and parts of speech
  • creating bilingual texts for specific audiences, for example, a Big Book or game for young learners of German, invitations to a class event or posters for a performance, noticing how meaning needs to be tailored to audience and cultural perspectives
  • creating bilingual signs and notices for the school and local community, such as Bücherei – Library, Sporthalle – Gymnasium
  • designing and maintaining a bilingual website with a partner school or contact group of English learners in a German-speaking community, making choices about when to use German or English depending on the context, topic and nature of the interaction

  VCDEC009 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDEU031

  Identify, comprehend and create a range of different text types, including simple narrative, informative and persuasive texts such as diary entries, letters, advertisements and articles, incorporating appropriate linguistic, textual and cultural elements

  Elaborations

  • applying knowledge of the interrelationship of audience, context and purpose and using knowledge of text types and their purpose to predict the meaning of unfamiliar vocabulary in texts
  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader in advertisements through the use of personal pronouns, imperative/interrogative verb forms and emotive language and images
  • comparing German and English versions of texts with easily recognisable language features, such as love songs or recipes, noticing differences or similarities in imagery or focus that might be culturally significant
  • analysing structural and linguistic differences through reading, viewing, listening to and/or performing texts with common content, such as print, radio and television advertisements for the same product
  • understanding, creating and transforming texts with different purposes (to persuade, to entertain), different audiences (children, adolescents, German speakers, Australians) and different forms, including digital (short speech, blog)

  VCDEU031 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCDEU133

  Identify the purposes of familiar personal, informative and imaginative texts such as maps, calendars and fairy tales, and explain how particular features of such texts help to achieve these purposes

  Elaborations

  • classifying a range of digital and other texts such as fairy tales, recipes, instructions, advertisements, greeting cards, maps or songs according to their purpose(s) (such as to entertain, describe or instruct), discussing and justifying choices in English
  • comparing wall calendars from a German-speaking country and Australia in terms of structure, public holidays, pictorial representation of seasons, and cultural influences
  • identifying and comparing the features of different types of texts, such as a cookery book, a picture storybook or a comic
  • discussing the structure of shared reading texts, identifying sentences, questions, answers and greetings (Satz, Frage, Antwort and Gruß), and recognising how different textual elements such as title, layout, script and images combine to make meaning

  VCDEU133 | Languages | German | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCDEU119

  Notice that the languages people use relate to who they are and where and how they live

  Elaborations

  • exploring the meaning of ‘culture’, how it involves visible elements, such as ways of eating or symbols such as flags, and invisible elements, such as how people live, what they value, and how they think about themselves and others
  • understanding that learning German involves ways of using language that may be unfamiliar, for example, using Guten Appetit before commencing a meal or using danke when refusing an offer
  • noticing expressions and terms that are used in Australian contexts, such as for foods, animals, sports and activities, for example, ‘sausage roll’, ‘Vegemite’, ‘joey’, ‘possum’, ‘Little Athletics’
  • understanding that gestures differ across cultures, for example, shaking hands is generally more common in German-speaking countries than in Australia and omission to do so may be considered impolite from a German perspective

  VCDEU119 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture