Communicate appropriately and clearly with the teaching team and peers using appropriate Auslan protocols for classroom interaction
Elaborations
following classroom protocols specific to an Auslan context, such as:
responding to flashing lights and waving for class attention
tapping, pointing and waving for peer attention
maintaining eye gaze
back-channelling such as nodding
limiting the use of voice
maintaining a clear line of sight
following and using classroom language such as instructions for class routines, for example:
PLAY GAME. PLEASE STAND UP
We’re going to play a game; please stand up.
LOOK-AT-me PRO1
Eyes to the front.
PLEASE WITH-2++
Please find a partner.
using language to facilitate clear communication, such as asking for help or permission, for example:
PLEASE HELP-me?
Can you help me, please?
G:HANDS-UP PLEASE PRO1 NEED TOILET
Can I go to the toilet please?
showing agreement/disagreement, for example, respectful manner, for example:
AGREE YES or PRO1 AGREE
Yes, I agree.
PRO1 KNOW WHAT MEAN, BUT…
I know what you mean, but …
DOUBT
I’m not sure.
AGREE-NOT
I don’t agree …
indicating understanding, for example by nodding, or signing SURPRISE, or KNOW++
apologising and thanking, for example:
THANK-YOU HELP-me
Thank you for helping me.
SORRY PRO1 FORGOT
I’m sorry; it was an accident.
asking for repetition or clarification, for example:
PLEASE SLOW SIGN
Could you sign that slowly please?
PRO2 SAY BEFORE WHAT?
What did you just say, sorry?
negotiating turn-taking, for example:
PRO1 FIRST YOUR-TURN
It’s my turn first, then your turn.
VCASFC219 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising
VCASFU230
Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to join clauses
Elaborations
categorising noun signs into those for people, animals, places or things
learning that proper nouns can have a sign name or be fingerspelled
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
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)
recognising that a noun group is a group of signs that relate to a person, place or thing that can include elements such as adjectives or numbers
recognising that expanding a noun into a noun group enriches meaning
identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
noticing there is no verb ‘to be’ in Auslan, which is a significant difference to English
exploring different semantic types of verbs in a text, for example by showing how:
doing (WALK, WRITE) and saying (TELL, CALL-OUT, ANNOUNCE) verbs in narrative texts give information about a characters’ actions
sensing (SEE, THINK) or possessing (THAT’S-TYPICAL-OF-THEM, OWN) verbs indicate what characters think, feel or own
relating verbs identify or describe a noun (for example, HAVE in PRO3 HAVE LONG-HAIR)
noticing that some signs modify the meaning of verbs, such as READ CAREFUL and that these are called adverbs
contributing examples of signs that tell:
when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
where a verb happens (PRO3 RUN FAR or COME HERE)
how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example, WRITE-carelessly)
recognising that a verb group is a group of words built up around a verb that may include adverbs which modify the meaning of verbs and that adverbs and DSs can enrich a verb group
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.
noticing that while word order in sentences is often important for meaning, there is flexibility in word order in Auslan and that because parts of a sentence can be signed simultaneously in Auslan, it is hard to establish word order
distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs
VCASFU230 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
The VCAA has recently published the Victorian Curriculum F–10 Version 2.0. To view the revised curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
