By the end of Level 10, students use Auslan to build relationships and to initiate, sustain and extend interactions with teachers, peers and contacts in the wider community. They engage in debate and discuss aspirations and social issues, explaining and justifying positions and elaborating opinions...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10
VCASFC009 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating
VCASFC099 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating
VCASFC207 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating
VCASFC185 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing
VCASFU036 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture
VCASFC155 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting
VCASFC081 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating
By the end of Level 2, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They use fingerspelling or sign names as appropriate and lexical adjectives or size and shape specifiers...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2
By the end of Level 8, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They refer to family members and classmates using fingerspelling or sign names as appropriate, and...
Level description | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8
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
VCASFC208 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Identity
VCASFC047 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Identity
VCASFC096 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating
VCASFC101 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting
VCASFC245 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting
VCASFU246 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCASFU138 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCASFU180 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture
VCASFU051 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language