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  1. F–10 Sequence
  2. F-2
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  7. 7–10 Sequence
  8. 7-8
  9. 9-10

F–10 Sequence Foundation to Level 2

Foundation to Level 2 Description

Students learn to produce all handshapes, movements and locations of single signs. They make use of handling and size and shape specifiers (SASS) depicting signs with increasing accuracy, and use entity depicting signs to talk about simple movement and locations. Students produce a range of clause structures with the correct sign order and non-manual features (NMFs), such as questions, negatives...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising
  1. Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills (VCASFC001)
  2. Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items (VCASFC002)
  3. Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking (VCASFC003)
Informing
  1. Identify specific points of information in simple Auslan texts and use the information to complete guided tasks (VCASFC004)
  2. Present information about self, family, people, places and things using signed descriptions and visual prompts (VCASFC005)
Creating
  1. Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action (VCASFC006)
  2. Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action (VCASFC007)
Translating
  1. Translate familiar words and phrases from Auslan into English and vice versa, using visual cues, signs and English words, noticing how signs and words differ (VCASFC008)
  2. Create simple print or digital texts such as labels, posters, wall charts or cards that use both Auslan images and English words (VCASFC009)
Identity
  1. Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community (VCASFC010)
Reflecting
  1. Notice similarities and differences between Auslan and spoken languages in relation to ways of interacting, sharing stories and playing games (VCASFC011)

Understanding

Systems of language
  1. Recognise the main formational elements of handshape, movement and location in Auslan signs, and understand that a sign is the same as a spoken or written word even though it can be iconic (VCASFU012)
  2. 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 (VCASFU013)
  3. 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 (VCASFU014)
  4. Understand that texts are made up of units of meaning, such as words, gestures or sentences/clauses and that different types of texts have particular features that help serve their purpose (VCASFU015)
Language variation and change
  1. Understand that all languages including signed languages vary and borrow words and signs from each other (VCASFU016)
Language awareness
  1. Recognise that Auslan is a legitimate language, one of many languages used in Australia and around the world (VCASFU017)
Role of language and culture
  1. 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 (VCASFU018)

Foundation to Level 2 Achievement Standard

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 (SASS) depicting signs (DS) to describe the appearance and characteristics of family members, friends or teachers, for example, POSS1 BROTHER OLD++ TALL SKINNY or POSS3 SISTER FRECKLES. Students recount shared and personal experiences and favourite activities, using plain or indicating verbs that are modified, such as PRO1 GO-TO-right, PLAY-continuous, RETURN-left, or LAST-WEEK PRO1-plural VISIT NANNA. They sequence events correctly using time markers such as YESTERDAY, LAST-YEAR, TWO-DAYS-AGO. They use everyday social exchanges such as greeting, thanking and apologising, and express feelings through the use of NMFs and lexical signs. They compare likes, dislikes and preferences, for example, PRO1 LIKE APPLE DON’T-LIKE ORANGE. They use appropriate NMFs to ask and respond to a range of wh- questions and yes/no questions. They indicate agreement/disagreement or understanding/lack of...

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F–10 Sequence Levels 3 and 4

Levels 3 and 4 Description

Students recognise and apply elements of Auslan grammar, such as marking manner or aspect on verbs. They use increasingly sophisticated means of showing constructed action, and of using space to track a character or location through a text for purposes of cohesion. They develop metalanguage for talking about language, understanding and using terms such as fully- or partly-lexical signs, entity...

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Levels 3 and 4 Content Descriptions

Communicating

Socialising
  1. Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes (VCASFC019)
  2. Contribute to class activities and shared learning tasks that involve transacting, planning and problem-solving, using collaborative language (VCASFC020)
  3. Adjusting and responding to language and behaviour for various purposes in the classroom and wider school community, for example by asking and responding to questions, and indicating understanding (VCASFC021)
Informing
  1. Collect, classify and paraphrase information from a variety of Auslan texts and sources used in school and in the Deaf community (VCASFC022)
  2. Conveying information about aspects of school, culture and community, using knowledge of the intended audience to modify content (VCASFC023)
Creating
  1. Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment

    [ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]

    (VCASFC024)
  2. Create or adapt imaginative texts and expressive performances that feature favourite characters, amusing experiences or special effects (VCASFC025)
Translating
  1. Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story or captions, noticing similarities, differences and instances of equivalence (VCASFC026)
  2. Create bilingual versions of different types of texts, such as captioned recordings of Auslan phrases or classroom resources such as posters and digital displays (VCASFC027)
Identity
  1. Consider how individual and community relationships combine to create family and social networks, influence social behaviours and contribute to a sense of belonging and identity (VCASFC028)
Reflecting
  1. 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 (VCASFC029)

Understanding

Systems of language
  1. 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 (VCASFU030)
  2. 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 (VCASFU031)
  3. Understand that clauses can be enriched through the use of adjectives and adverbs (when, where, how), often produced with non-manual features (VCASFU032)
  4. Understand how signers make different language choices in different types of texts depending on the purpose and intended audience, and explore how space is used in Auslan for purposes of textual cohesion (VCASFU033)
Language variation and change
  1. Recognise that there is variation in Auslan use, for example in different locations or physical environments (VCASFU034)
Language awareness
  1. Develop awareness of the social and cultural nature and context of Auslan and other sign languages, of their different modes of expression and of the related issue of language vitality (VCASFU035)
Role of language and culture
  1. Explore connections between identity and cultural values and beliefs and the expression of these connections in Auslan (VCASFU036)

Levels 3 and 4 Achievement Standard

By the end of Level 4, students communicate with each other, the teaching team and others about aspects of their personal worlds, daily routines, preferences and pastimes at school and in the Deaf community. They show aspectual marking on verbs to indicate frequency when communicating about daily routines, for example pro3 tap-shoulder-repeatedly, and use modifications to show manner when describing actions and activities. They initiate and maintain interaction by using discourse markers such as fillers, checking and clarifying their understanding. They contribute to class activities and shared learning tasks that involve transacting, planning and problem-solving, for example, by giving and following directions, LIBRARY IN DS: turn-right AUSLAN DICTIONARY DS: fat-book SHELF++ THAT. PLEASE BRING-me, expressing preferences, asking for clarification and using persuasive language PLEASE POPCORN GIVE-me++ BEG? They use appropriate cultural protocols in different situations, for example, to gain the attention of a group, such as flashing lights, waving, multiple tapping or foot stomping in some contexts, waiting for eye contact or pauses in signing and walking between signers without...

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F–10 Sequence Levels 5 and 6

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, including mastering the range of grammatical NMFs and gaining full control of depicting signs...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising
  1. Interact with people for different purposes, using descriptive and expressive language to give opinions, talk about themselves and show interest in others (VCASFC037)
  2. Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions (VCASFC038)
  3. Contribute to discussions and shared learning activities by asking and responding to questions to clarify or indicate comprehension, managing interactions and monitoring and evaluating their learning (VCASFC039)
Informing
  1. Identify, summarise and compare information obtained from different types of Auslan texts or from their own data collection (VCASFC040)
  2. Present information to describe, explain, persuade or report on different experiences or activities in ways likely to engage the intended audience (VCASFC041)
Creating
  1. Engage with different types of creative and imaginative texts by identifying important elements, discussing ideas, characters and themes and making connections with their own ideas and experience (VCASFC042)
  2. Create live or filmed performances that engage specific audiences and present imagined experiences, people or places (VCASFC043)
Translating
  1. Translate a variety of familiar school and community texts from Auslan to English and vice versa, identifying which words or phrases may not readily correspond across the two languages (VCASFC044)
  2. 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 (VCASFC045)
Identity
  1. Consider the influence of the Deaf community on identity development, focusing on language, social systems and sense of space and place (VCASFC046)
  2. Reflect on how different language and cultural backgrounds and experiences influence perceptions of Auslan and of the Deaf community and also of the hearing community (VCASFC047)

Understanding

Systems of language
  1. 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 (VCASFU048)
  2. Identify different types of verbs based on their ability to integrate space into the sign, and recognise types of depiction available to a signer, namely, entity, handling and SASS depicting signs and constructed action (VCASFU049)
  3. Understand that the starting point of a clause gives prominence to the message, that clauses can be linked equally or unequally with conjunctions and connectives, and that signers can show as well as tell about an event to provide more detail (VCASFU050)
  4. Identify structures, language features and cohesive devices used in different types of texts, recognising that language choices reflect purpose, context and audience (VCASFU051)
Language variation and change
  1. Explore variation in terms of the impact of other languages on Auslan across contexts and over time (VCASFU052)
Language awareness
  1. 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 (VCASFU053)
Role of language and culture
  1. Reflect on how communities’ ways of using language are shaped by and reflect cultural values and beliefs, and how these may be differently interpreted by users of other languages (VCASFU054)

Levels 5 and 6 Achievement Standard

By the end of Level 6, students use Auslan to interact with people for a range of different purposes. They use descriptive and expressive language to share and compare experiences, ideas and opinions, such as THEATRE GOOD, LONG -really, LONG-really. They participate in class discussions and show interest and respect for others, for example by using active watching behaviours, signing clearly, pausing for others to respond, asking pertinent questions, making constructive comments, rephrasing, repeating and linking their own contributions. Students use non-manual features (NMFs) such as eye gaze to gain, hold or finish a turn when communicating in pairs or groups. They provide context for a new participant joining a conversation, PRO1 TALK-OVER MATH TEACHER. They use action-oriented language to make shared arrangements, organise events and complete transactions, negotiating roles, responsibilities and priorities and taking into account the views of others.

Students locate, summarise and compare information from a range of sources. They present information on selected issues to inform, alert or persuade people, for example, by creating announcements to inform about an emergency or...

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F–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students continue to expand their language use to additional domains beyond their personal experience and interests. They use a range of grammatical forms and language structures to convey more complex relationships between ideas and experiences, creating compound and complex sentences by using lexical conjunctions as well as NMFs. They become increasingly aware of the rich choices available...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Initiate and sustain interactions to share ideas and interests, report on experiences, offer opinions and connect with events in their school and local community (VCASFC055)
  2. Engage in collaborative activities that involve planning, project design, problem-solving and evaluation of events or activities (VCASFC056)
  3. Use interactions to support discussion and debate and to demonstrate culturally appropriate behaviours in and beyond the classroom (VCASFC057)
Informing
  1. Investigate and synthesise information collected from a range of perspectives and sources, identifying how culture and context affect how information is presented (VCASFC058)
  2. Exchange/provide information, opinions and experiences in either formal or informal contexts (VCASFC059)
Creating
  1. Interpret a range of texts that involve the creative expression of emotions or ideas and the imaginative representation of people, events and cultural experiences (VCASFC060)
  2. Create imaginative and expressive texts that draw from their experience as Auslan users and members of the Deaf community and which support the experience of younger learners (VCASFC061)
Translating
  1. Translate and interpret unfamiliar texts in Auslan or English and compare their translation to those of their classmates, considering why there might be differences in interpretation and how language reflects elements of culture and experience (VCASFC062)
  2. Create bilingual texts to use in the wider school community, identifying words/signs or expressions that carry specific cultural meaning in either Auslan or English (VCASFC063)
Identity
  1. Explore the relationship between identity, community and visual ways of being and the nature and significance of relationship between people, culture and place/space (VCASFC064)
Reflecting
  1. Participate in and reflect on intercultural interactions and experiences, for example by considering and comparing their responses and strategies when engaging with hearing people (VCASFC065)

Understanding

Systems of language
  1. Investigate and explain why signs are structured as they are, including with respect to iconicity, and compare transcription of Auslan video annotation software with glosses (VCASFU066)
  2. Distinguish between character and observer space, categorise different verb types and identify constructed action in a text (VCASFU067)
  3. Understand that utterances in Auslan can consist of a mix of gestural and signed components, and that non-manual features are often used to link clauses into equal or unequal relationships (VCASFU068)
  4. Explain the structure and organisation of particular types of texts, such as conversations or information reports, and identify language features used by signers to meet specific purposes and to create cohesion (VCASFU069)
Language variation and change
  1. Understand that Auslan has evolved and developed through different periods of influence and cultural and societal change (VCASFU070)
Language awareness
  1. Understand historical and contemporary factors that impact on awareness, support and use of Auslan and its vitality in contemporary Australia, comparing it with that of other signed languages around the world (VCASFU071)
Role of language and culture
  1. Reflect on how language use is influenced by communities’ world views and sense of identity and on how language and culture influence each other (VCASFU072)

Levels 7 and 8 Achievement Standard

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 and developing and supporting arguments. They collaborate in activities that involve planning, project design and problem-solving, for example, G:WELL RIGHT-YEAH , BUT I WANT ADD COMMENT. They use evaluative language to reflect on learning activities and to provide feedback to others. They follow protocols for interacting with sign language interpreters in various contexts.

Students locate, collate, summarise and analyse ideas and information from a variety of sources, such as interviews, documentaries or speeches, and they use such information in new forms. They use primary or secondary signed sources in their research, for example, when exploring significant events in Deaf history. They use specialised language to create texts such as vlogs, advertisements or research-based factual reports designed to convince or persuade others. They analyse elements of different imaginative texts such as poetry...

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F–10 Sequence Levels 9 and 10

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 and interest in communicating in a wider range of contexts. Students design, interpret and analyse...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Use interactions within the school and wider community to build relationships and to discuss personal aspirations or social issues (VCASFC073)
  2. Participate in actions and interactions involving advocacy and consideration of cultural diversity, perspective and experience (VCASFC074)
  3. Engage proactively in language learning experiences through discussion, justification of opinions and reflection on the experience of learning and using Auslan (VCASFC075)
Informing
  1. Research and evaluate information from different sources and perspectives, summarising opinions and critically appraising relationships between texts and contexts (VCASFC076)
  2. Prepare and present researched information on a range of issues, considering the context in which the information will be received (VCASFC077)
Creating
  1. Analyse different types of imaginative, creative and performative texts, considering how different techniques and modalities are employed to communicate with different audiences (VCASFC078)
  2. Create imaginative texts designed to engage and/or reflect the interests of specific audiences and to stimulate discussion of cultural issues and experiences (VCASFC079)
Translating
  1. Translate Auslan and English texts composed for different audiences and contexts and consider the dynamic nature of translating and interpreting and the role of culture when transferring meaning from one language to another (VCASFC080)
  2. Create resources such as videos, glossaries and classifications in English to interpret cultural aspects of Auslan texts (VCASFC081)
Identity
  1. Identify ways in which deaf people relate to and are perceived by society as ‘people of the eye’, how they demonstrate connections with culturally rich places and associations, and how their sense of identity, roles and responsibilities change over time (VCASFC082)
Reflecting
  1. Reflect on the experience of learning and using Auslan formally in school, and considering how intercultural communication involves shared responsibility for making meaning (VCASFC083)

Understanding

Systems of language
  1. Understand the perceptual and articulatory reasons for the structure of signs, and analyse how iconicity can be used to create metaphors in Auslan and critically evaluate video annotation software as a means of transcribing and analysing Auslan (VCASFU084)
  2. Analyse signed texts in terms of spatial frames of reference used, and explain how signers show periods of constructed action (VCASFU085)
  3. Understand the difference between main and subordinate clauses and how the inclusion of constructed action and depicting signs has an impact on clause structure (VCASFU086)
  4. Understand the interrelationship between text types, linguistic features, cohesive devices, audience, context and purpose (VCASFU087)
Language variation and change
  1. Investigate and analyse the nature of and community attitudes to variation in the use of Auslan (VCASFU088)
Language awareness
  1. Investigate and compare the nature and status of Auslan and other signed languages, considering issues such as language and education policies, language rights, representation and processes of language preservation and language building (VCASFU089)
Role of language and culture
  1. Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other and that their relationship changes over time and across contexts (VCASFU090)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students exchange information, ideas and opinions on a broad range of social, environmental, educational and community issues. They summarise and justify points of view and use reflective language to respond to others’ opinions and perspectives, for example, RIGHT-YEAH, PRO2 DIFFERENT PERSPECTIVE NEVER THOUGHT. They initiate, sustain, support and extend discussion, using strategies such as paraphrasing, inviting opinions and elaborating responses, for example PRO2 CONFUSE PRO1 WIND-BACK. They select appropriate vocabulary and use supporting evidence when clarifying and justifying statements. They use respectful language to negotiate, problem-solve and to manage different perspectives when engaging in collaborative tasks, for example, PRO1 FEEL PRO2 RIGHT TALK OVER…. BECAUSE….

Students research, analyse and evaluate information from a range of sources and perspectives, and create sustained signed texts designed to entertain, inform, persuade or inspire different audiences. They use non-manual prosodic features to create emphasis or other effects.

Students analyse different types of creative and performative texts, considering how specific techniques and modalities...

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7–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students can identify the handshape movement and location of signs. Depending on their access to home-sign systems, they make use of varying levels of handling or SASS depicting signs, gradually learning the conventions of Auslan. They learn to use entity depicting signs to discuss movement and location, decreasing their signing space to the conventional area. Students use simple clause structures...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Interact with peers and teachers to exchange information about self, family, friends and interests, describe people and objects and express some feelings and preferences (VCASFC091)
  2. Participate in guided group activities such as signing games and simple tasks using repeated language structures, non-manual features and gestures (VCASFC092)
  3. Develop communication and interaction skills such as asking and responding to simple questions and statements and following protocols for participation in Auslan classes and engaging with the Deaf community (VCASFC093)
Informing
  1. Locate specific points of information from signed texts about familiar topics and use the information in new ways (VCASFC094)
  2. Present factual information about familiar topics using signs that have been modelled (VCASFC095)
Creating
  1. Participate in the viewing of recorded or live imaginative signed texts, responding through drawing, miming, gesture or modelled signs (VCASFC096)
  2. Express imaginative ideas and visual thinking through the use of mime, gestures, drawing and modelled signs (VCASFC097)
Translating
  1. Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning (VCASFC098)
  2. Create different types of bilingual texts to support their classroom learning (VCASFC099)
Identity
  1. Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks (VCASFC100)
Reflecting
  1. Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from other language(s) and forms of cultural expression (VCASFC101)

Understanding

Systems of language
  1. Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features and understand that signs can look like what they represent (VCASFU102)
  2. Recognise and restrict signing to the standard signing space, and understand that particular signs, depicting signs, some verbs, enacting and pronouns make use of spatial relationships (VCASFU103)
  3. Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure (VCASFU104)
  4. Recognise similarities and differences in language features of different types of texts, and notice how signers build cohesion in texts (VCASFU105)
Language variation and change
  1. Recognise that there is variation in in how Auslan is used depending on context, environment and influences of other signed languages (VCASFU106)
Language awareness
  1. 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 (VCASFU107)
Role of language and culture
  1. Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan (VCASFU108)

Levels 7 and 8 Achievement Standard

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 use lexical adjectives and some SASS depicting signs to describe people’s physical appearance and characteristics, for example POSS1 SISTER E-M-M-A, PRO3 SHORT RED HAIR. They use entity depicting signs to discuss movement and location. They recount shared and personal experiences, using simple clause structures, modifying some verbs for present referents or single absent referents for example PRO1 LIKE TV. They ask and respond to simple questions and distinguish between statements and questions using grammatical non-manual features (NMFs). They express likes, dislikes and feelings using lexical signs and affective NMFs, such as DON’T-LIKE DRAWING. They follow directions for class routines and instructions of two or more steps, using directional terms or depicting signs such as DS:turn-left DEAD END DS:turn-right.

Students follow culturally appropriate protocols, such as responding to and...

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7–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students increasingly use conventional Auslan: lexical signs or depicting signs with conventional classifier handshapes, and rely less on their idiosyncratic systems. They learn to modify some indicating verbs for non-present referents and use constructed action to represent themselves or others in recounts. They use a range of NMFs to distinguish questions from statements or negatives, and...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Describe activities and experiences and share and respond to ideas and feelings about people they know, their daily lives, social worlds and school community (VCASFC109)
  2. Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions (VCASFC110)
  3. Communicate clearly in different classroom interactions and contexts, demonstrating appropriate protocols when communicating with each other, teachers and deaf people (VCASFC111)
Informing
  1. Identify, paraphrase or compare information obtained from a variety of signed texts or from their own data collection and present the information in different forms (VCASFC112)
  2. Convey factual information and opinions in signed texts (VCASFC113)
Creating
  1. Engage with different types of creative texts, identifying and discussing characters, events and personal responses through the use of familiar signs, actions and artwork (VCASFC114)
  2. Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects (VCASFC115)
Translating
  1. Translate and interpret different types of familiar short texts, demonstrating awareness of individual interpretations of meaning (VCASFC116)
  2. Create bilingual texts such as notices, displays or newsletters for use in the wider school community (VCASFC117)
Identity
  1. Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces (VCASFC118)
Reflecting
  1. Reflect on the experience of learning and using Auslan in and out of school, and ways in which their understanding of intercultural communication has developed (VCASFC119)

Understanding

Systems of language
  1. Explore various types of non-manual features, types of iconicity in signs and the use of software to transcribe signs (VCASFU120)
  2. Understand that signs can include different information, including a gestural overlay, and identify how signers establish spatial locations, types of depicting signs and ways of showing constructed action (VCASFU121)
  3. Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or question forms, and develop awareness of how signers use constructed action and depicting signs (VCASFU122)
  4. 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 (VCASFU123)
Language variation and change
  1. Explore the concept of language flexibility, variation and change in relation to the use of Auslan across different contexts and times (VCASFU124)
Language awareness
  1. Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with that of other languages (VCASFU125)
Role of language and culture
  1. Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages (VCASFU126)

Levels 9 and 10 Achievement Standard

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: round-oval DS: located HERE NEXT-TO HAVE BUILDING BIG. THERE. There’s an oval there and next to it is a big building. It’s there. They participate in shared learning activities and experiences that involve planning, transacting and problem-solving, using simple signed statements and asking for repetition and clarification when required. They follow protocols when interacting with each other, with interpreters or Deaf visitors to the classroom, for example, waiting for eye contact or pauses to walk in-between signers engaged in conversation without interrupting them. Students increasingly use conventional Auslan signs or classifier handshapes in depictions and rely less on their idiosyncratic systems. They modify some indicating verbs for non-present referents and use constructed action to represent others in recounts. They make explicit which referent is associated with location, for example,

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