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  • VCASFC199

    Interact with peers at school and contacts in the wider community to build relationships, engage in debate and to discuss aspirations or social issues

    Elaborations

    • explaining or justifying positions in discussion or debate, for example, by using space and NMFs to contrast views
    • elaborating on opinions in relation to social, community or educational matters, for example, exchanging views on a newspaper article about eugenics and deaf people
    • using researched information to contribute to formal group interactions, for example, panel discussions on issues such as the roles and responsibilities of interpreters
    • creating hypothetical situations to contextualise a discussion or debate, for example:
      PRETEND PRO2 DEAF….
      Pretend that you’re deaf …
      I-F PRO2 BOSS WILL CHANGE WHAT?
      What would you change if you were boss?
    • communicating via video calls or social media platforms using Auslan in different online contexts to build relationships and share views
    • using strategies to initiate and support discussion, for example by providing the context of a conversation to a new participant:
      PRO3 SAY…
      She was saying that …
      Auslan video
    • demonstrating awareness of social sensitivities or conventions, for example by using euphemistic signs or allusions, such as TOILET, BIRTH
    • using complex sentence structures to discuss current affairs or to justify a position in relation to issues of interest to their group, for example, gender equity, conservation or social media

    VCASFC199 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

  • VC2M9A02

    simplify algebraic expressions, apply the distributive law to expand algebraic expressions including binomial products, and factorise monic quadratic expressions

    Elaborations

    • expanding combinations of binomials such as x+7x+8, x+7x-8,  x-7x+8,  (x-7)(x-8) to identify expansion and factorisation patterns related to x+ax+b=x2+a+bx+ab, where a and b are integers
    • using manipulatives such as algebra tiles or area models to expand or factorise algebraic expressions with readily identifiable binomial factors; for example, x+1x+3=x2+4x+3, (x-5)2=x2-10x+25 or (x-3)2+4=x2-6x+9+4=x2-6x+13
    • recognising the relationship between expansion and factorisation, and using digital tools to systematically explore the factorisation of x2+mx+n where m and n are integers

    VC2M9A02 | Mathematics | Mathematics Version 2.0 | Level 9 | Algebra

  • VCASFU121

    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

    Elaborations

    • noticing that meaning is created in Auslan from fully-lexical signs, partly-lexical signs and non-lexical signing and gesture
    • understanding that fully-lexical signs are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs can be changed to show information such as location or who is involved in indicating verbs
    • 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, for example, WE3, WE4
    • identifying where and how a signer has established a location in space (through pointing, modifying the movement of a verb, or locating a non-body-anchored noun sign)
    • recognising that signers must make explicit which referent is associated with a location
    • recognising that signers can set up referents in the signing space close to them (viewer space), for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table or distant (diagrammatic) for example, using 5claw in two locations to represent two houses
    • identifying independently instances of DSs and their type
    • learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or another
    • knowing that in CA a signer can shift into the role of another, or themselves at a different time, through eye gaze change, body shift, head orientation change, and matching facial expressions

    VCASFU121 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

  • VCTRU119

    Understand that the Turkish language and associated cultures shape and are shaped by each other in ways that change over time and across contexts, and that cultural experience, values and identities are reflected in language

    Elaborations

    • tracking changes in Turkish language and ways of communicating over different times and contexts, identifying concepts and values that are differently expressed at different times
    • analysing Turkish language media texts such as notices or advertisements which use representations of culture in different ways, for example, by referencing either traditional or contemporary attitudes or values
    • comparing wordings of texts such as public signs or community announcements which reflect cultural expectations or priorities, for example, duyurular, ilanlar, Bu fırsat kaçmaz!, Son dakika haberi!
    • explaining the significance of single Turkish words that reflect complex cultural concepts that are difficult to translate, such as saygı, mecburiyet, sorumluluk, görev, comparing with expressions in Australian English that are similarly difficult to translate, such as mateship or the bush
    • developing metalanguage for thinking and talking about cultural expression and representation, for example, bakış açısı, değerler, görüntü, klişe, dahil etmek, dışında bırakmak
    • comparing superstitions in Turkish and English, for example, Ayakkabılarınızdan biri ters olarak durursa, hastalık gelir, Ocak ayının birinci günü evine gelen kişi ya da ilk gördüğün kişi sana uğur veya uğursuzluk getirebilir and ‘breaking a mirror brings seven years of bad luck’; considering possible origins, how they reflect cultural experience and whether they stay relevant across time and cultural change
    • examining how cultural values are reflected in Turkish song lyrics, poems, idioms and expressions, for example, tanrı misafiri, misafir odası, kırk fırın ekmek yemen lazım, gel kim olursan ol gel

    VCTRU119 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

  • VCVIC023

    Respond to a range of traditional and contemporary forms of art and entertainment, and imaginative and creative texts, including digital texts, describing and discussing themes, values, plot and representations of characters and events, and expressing preferences

    Elaborations

    • recognising and discussing different forms of Vietnamese art and entertainment, such as painting, photography, (water) puppetry, dance, music, theatre, television and cinema
    • comparing traditional and contemporary Vietnamese art and entertainment, for example, comparing tranh dân gian Đông Hồ with tranh sơn dầu, dân ca with nhạc trẻ, kịch with phim, or trò chơi dân gianwith trò chơi điện tử, to identify how social and cultural practices may have changed or been maintained over time, for example, wedding ceremonies or birthday/New Year celebrations
    • listening to, viewing or reading texts such as novels, memoirs, songs, films and performances, discussing the main characters and events, and the key messages and beliefs, and examining how language is used to help reveal the characters’ attitudes or views
    • responding to events and characters in imaginative texts by, for example, writing a diary entry or blog reflecting on an event in a story or film, or conducting an imaginary interview with a character in a story or film
    • describing key messages, values and beliefs in traditional texts in Vietnamese, such as legends, fables, folk tales or humorous stories, and comparing these with similar texts in English, for example, comparing the Vietnamese folk tale Tấm Cám with the English version Cinderella, and discussing the reasons behind similar and different moral values, practices and beliefs
    • discussing with peers how social context and cultural values influence a writer’s representation of issues and topics, for example, how the author’s background or concept of filial piety shapes the characters’ reactions and decisions in regard to their relationships, making connections with personal experiences

    VCVIC023 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

  • VCASFC073

    Use interactions within the school and wider community to build relationships and to discuss personal aspirations or social issues

    Elaborations

    • competing in inter-class or inter-school debates, using appropriate conventions and protocols to support or oppose a proposition, for example, using space and NMFs to contrast views
    • contributing to exchanges with peers and teachers when discussing their personal, educational and professional future wishes
    • participating in role-plays on social and cultural issues, for example, the role of interpreters or the impact of social media
    • communicating using digital technologies to chat with a student from another school, for example about the influence of ‘text talk’ and social media on Auslan, such as the use of signs for LOL, WHATEVER
    • participating in a whole-school forum on current school or community issues
    • communicating via video calls or social media platforms with other deaf children in different contexts to build relationships and exchange views on topics of mutual interest
    • using strategies to initiate and sustain discussion, for example by providing the context of a conversation to new participants:
      PRO3 SAY…
      She was saying that …
      Auslan video

    VCASFC073 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

  • VCASFU084

    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

    Elaborations

    • understanding that the elements of a sign can be arbitrary (for example, the handshape or movement of the sign WHY), or meaningful, such as the movement and the handshape in the sign GIVE
    • exploring perceptual and articulatory reasons why some handshapes are more common than others
    • beginning to identify and describe metaphorical iconicity, for example, LOVE, AVOID/RESIST, and discussing how it relates to metaphors in English, for example the ‘time as space’ metaphor in both languages
    • applying knowledge of iconicity in signed languages, for example how the path movement of a verb can be a metaphor for the timing of an action, for example, PRO1 WAIT-for-a-long-time PRO2, observing that English can do the same with changes to the length of phonemes, for example, I screeeeeeaaaaaamed!
    • using annotation software such as ELAN as a tool to transcribe and analyse signed languages

    VCASFU084 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

  • VCHIU124

    Understand that languages and associated cultures shape and are shaped by each other and change over time and contexts in ways that are creative, dynamic and responsive to both internal and external influences

    Elaborations

    • reflecting on their own and each other’s use of Hindi, identifying influences from other languages and cultures such as terms used in everyday language as a result of the influence of social media, popular culture and technology
    • talking with older members of their families or communities about changes they have experienced in the use of Hindi across their lifetime, such as the increasing blending of English and Hindi in particular domains of language use such as entertainment, news and sports commentary and advertising
    • recognising that Hindi, like all languages, carries histories of contact with other languages and cultures, for example, by identifying and classifying words that originate in languages such as Persian सरकार; Arabic तलाक़; Turkish क़ुली; and Japanese रिक्शा
    • understanding that languages and cultures change continuously due to contact with each other and in response to new ideas, developments in technology, communication and design, considering why some types of words and expressions are most frequently borrowed, such as vocabulary associated with fashion, sport and technology
    • identifying ways in which social media and technology have brought about changes in communication in their own lives, for example, by compiling a glossary of terms routinely used in emails or text messages, such as अब (ATM), फिर मिलेंगे CU, जाना होगा (G2G), हे हे (LOL), फिर बात करते हैं (TTL)

    VCHIU124 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

  • VC2M9A01

    apply the exponent laws to numerical expressions with integer exponents and the zero exponent, and extend to variables

    Elaborations

    • representing decimals in exponential form; for example, 0.475 can be represented as 0.475=410+7100+51000=4×10-1+7×10-2+5×10-3 and 0.00023 as 23 × 10-5
    • simplifying and evaluating numerical expressions, involving both positive and negative integer exponents, explaining why; for example, 5-3=153=(15)3=1125 and connecting terms of the sequence 125, 25, 5, 1, 15, 125, 1125… to terms of the sequence 53, 52,51, 50, 5-1, 5-2, 5-3...
    • relating the computation of numerical expressions involving exponents to the exponent laws and the definition of an exponent; for example, 23÷25=2-2=122=14 and (3×5)2=32×52=9×25=225
    • recognising exponents in algebraic expressions and applying the relevant exponent laws and conventions; for example, for any non-zero natural number a, a0=1, x1=x,  r2=r×r,  h3=h×h×h,  y4=y×y×y×y, and 1w×1w=1w2=w-2
    • relating simplification of expressions from first principles and counting to the use of exponent laws; for example,
      (a2)3=a×a×a×a×a×a=a×a×a×a×a×a=a6;
      b2×b3=b×b×b×b×b=b×b×b×b×b=b5; y4y2=y×y×y×yy×y=y21=y2 and (5a)2=5×a×5×a=5 ×5×a×a=25×a2=25a2 
    • applying the exponent laws to simplifying expressions involving products, quotients, and powers of constants and variables; for example, (2xy)3xy4=8x3y3xy4=8x2y-1
    • relating the prefixes for SI units from pico- (trillionth) to tera- (trillion) to the corresponding powers of 10; for example, one pico-gram = 10-12 grams and one terabyte = 1012 bytes

    VC2M9A01 | Mathematics | Mathematics Version 2.0 | Level 9 | Algebra

  • VCASFC237

    Interact appropriately with the teaching team, peers and members of the Deaf community, adjusting language when necessary and demonstrating understanding of appropriate protocols in and out of the classroom

    Elaborations

    • demonstrating use of appropriate protocols within and beyond the classroom, such as gaining group attention through flashing lights, tapping, foot stomping and waving, and maintaining eye gaze, back-channelling and limiting the use of voice when interacting with unfamiliar Auslan users
    • adjusting the physical environment, including people and objects, to enable communication in a well-lit environment without glare or obstructions
    • demonstrating culturally appropriate behaviours when using or accessing an interpreter, such as not interrupting or blocking the line of sight
    • using appropriate discourse markers and NMFs to facilitate clear communication, for example:
      SURPRISE
      Oooh (with appropriate intonation)
      INCREDIBLE
      No way!
      WOW
      Wow!
      UM
      um …
      HOLD…
      Hang on a minute …
    • clarifying information, such as:
      WHAT? PLEASE AGAIN
      Could you repeat that, please?
      RIGHT PRO2 SAY PRO1 FIX THAT?
      So, you want me to fix that?
      PLEASE SLOW SIGN
      Could you sign that slowly, please?
      PRO2 SAY BEFORE WHAT?
      What did you just say, sorry?
    • asking for elaboration of information by adding comments, for example:
      RIGHT-YEAH INTERESTING BUT I WANT ADD COMMENT
      Well, yes, that’s interesting but I’d like to add something.
      STILL GO-AHEAD
      Go ahead …

    VCASFC237 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

  • VCHHK159

    Changing social, cultural, historical, economic, environmental, political and technological conditions on a major global influence in Australia

    Elaborations

    • Popular culture
      • identifying American and Asian influences on Australian popular culture since World War II, for example, through mainstream and Hollywood and Bollywood films
      • investigating the changing contribution of the Australian rock ’n’ roll, film and television industries to Australian culture and identity through the development and export of music, film and television, for example, the Easybeats from Sydney, the Go-Betweens from Brisbane and ‘Crocodile Dundee’ (1986)
      • describing significant examples of continuity and change in beliefs and values, such as democratic ideals, religious beliefs, egalitarianism
    • Environment movement
      • recognising the historic impact of the pictures of Earth taken during the Apollo 8 mission and how they influenced people’s view of the world
      • explaining the significance of ideas about the environment, for example, Gaia, the limits of growth, sustainability and rights of nature
      • investigating a range of environmental effects, for example, the flooding of Lake Pedder in Tasmania, deforestation in Indonesia, the decline of the Aral Sea, the Exxon Valdez oil spill, the whaling industry
      • explaining the struggle over French nuclear weapon testing in the Pacific from 1966–1996, for example, the sinking of the Rainbow Warrior in 1985
      • evaluating the effectiveness of international protocols and treaties such as Kyoto (1997), the United Nations Framework Convention on Climate Change (since 1992) and the Washington Declaration (2007)
    • Migration experiences
      • describing the impact of the Vietnam war on Vietnam and how the communist victory in Vietnam (1975) resulted in the arrival of refugees into Australia
      • investigating policies of multiculturalism since the 1970s and the concepts of cultural heritage and assimilation
      • analysing post-World War II population growth and the development of Australia’s culturally diverse society using different types of graphs
    • Political Crisis
      • identifying and evaluating the changes to Australia as a result of the political crisis
      • using a chart or graphic organiser to categorise the changes to Australia

    VCHHK159 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | The globalising world

  • VCASFU247

    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

    Elaborations

    • recognising that Auslan has fully-lexical signs that are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs that cannot be listed in a dictionary in all forms as gesture changes the form each time they are signed
    • noticing that meaning is created in Auslan from fully-lexical signs, partly-lexical signs, non-lexical signing and gesture and comparing with the range of ways English speakers create meaning, including spoken words, modifying intonation, and gesture
    • noticing that fully- and partly-lexical signs can include grammatical information not included in a ‘citation’ form, for example, the sign TELL-me is not listed separately to TELL (towards neutral space) and GO-TO includes GO-TO-often
    • 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)
    • identifying where and how a signer has established a location in space, for example through the use of points, non-body-anchored signs or fingerspelled words
    • recognising that signers must make explicit which referent is associated with a location, but do not need to continue to make this explicit throughout a text
    • recognising that signers can set up referents in the signing space close to them (viewer space, for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table) or distant (diagrammatic, for example, using 5claw in two locations to represent two houses)
    • recognising that in viewer space, signers can use locations for present referents, non-present referents, or abstract referents that do not exist in space
    • identifying instances of DSs and their type independently
    • comparing English adjectives with SASS DSs
    • learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or another
    • knowing that in CA a signer can shift into the role of another, or themselves at a different time, through eye gaze change, body shift, head orientation change, and matching facial expressions

    VCASFU247 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

  • VCASFU089

    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

    Elaborations

    • identifying historical events, government policies and educational initiatives that have impacted on the status of Auslan and the identity of the Deaf community, such as ALLP, DDA, the mainstreaming of deaf students
    • researching the nature of International Sign, including its relationship to national signed languages and its use by deaf people
    • analysing subjective measures of language vitality, such as societal attitudes towards Auslan or the perceived strength of the language identity group, and identifying challenges facing Auslan in terms of societal attitudes, provision of resources, access, education systems and social networks
    • analysing the status and use of Aboriginal and Torres Strait Islander signed languages and comparing these to Auslan
    • appreciating the impact of the use of Auslan in settings such as education, health care and different workplace settings in terms of the evolution of the language and specialised terminology
    • analysing representations of deaf people and sign language in the Australian media and wider community, making comparisons with representations of other languages and cultures
    • investigating how Auslan and Deaf culture are promoted in the wider community, for example, through the influence of organisations such as Deaf Australia, of high-profile individuals such as activists or actors and of events such as NWDP Deaf Festival, Australian Deaf Games or Deaf art exhibitions
    • considering how processes of language building and evolution may expand existing Auslan linguistic and cultural resources in the Australian community
    • investigating programs and initiatives that maintain and strengthen Auslan use, such as school language programs; bilingual education and research programs; recording, archiving and documentation of the language; and the establishment of websites and databases
    • appreciating the importance of documenting and promoting Auslan in raising community awareness of the richness and value of signed languages
    • recognising that Auslan requires maintenance, development and documentation, considering historical and contemporary circumstances which have either contributed to or impeded these processes, for example the use of technology such as ELAN for capturing and documenting the language
    • considering domains where Auslan may grow in the future, and contributing to localised Auslan signbanks on specific topics, for example, creating a bank/dictionary of signs used by deaf students and interpreters in Year 9 Science
    • researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK, the Scandinavian nations, considering issues such as language rights, documentation and development efforts
    • discussing the concept of ‘language health’ and how it applies to Auslan, for example by designing a chart of relevant factors such as status (social, economic, historical), demography (number and distribution of users) and institutional support (media, government, education, religion, industry, culture)

    VCASFU089 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language awareness

  • VCZHC214

    Create narratives to describe experiences involving imagined people and places

    Elaborations

    • collaborating with peers to perform a script from 儿童剧 or 情景剧 for younger year levels to engage them with the imaginative world
    • creating a script in response to a story from classical literature, such as 《草船借箭》, and considering how to convey the characters’ personality through language
    • creating own dramatic or humorous representations of people and events encountered in traditional or contemporary Chinese literature, drama or song
    • writing a creative account of an imagined experience involving Chinese visitors to the local community, such as hosting a Chinese student or taking a tour group to a local sporting event
    • creating a Chinese voice-over for a scene from an English language sitcom and experimenting with ways in which language, images, action and humour are used to enhance appreciation of the message
    • collaborating to create performances in which they assume an imaginary role, for example, a skit about celebrating Spring Festival, a simple lyric about school life, or a rap about being a student of Chinese
    • creating narratives that hold the attention of readers, for example, beginning a story with 你知道吗？ and experimenting with 正叙，倒叙，插叙 to sequence events
    • collaboratively creating short plays describing the experiences of imagined characters in different cultures, for example, 《James在上海》
    • using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town
    • exploring how alternative words can be used to convey a range of attitudes and varying degrees of emotion towards people, places and events, for example, 我真高兴。你快乐吗？他很幸福!
    • comparing portrayals of a range of social groups in media, for example, how urban and rural communities and residents are portrayed in both traditional and contemporary texts
    • creating own narrative accounts of the life experiences of major historical figures or characters from literature, for example, 诸葛亮，孔子和他的学生
    • engaging and entertaining the audience through the use of devices such as humour, irony and metaphor, and embellishing ideas (for example, 猜猜我昨天干了什么？ as opposed to 昨天我), and building up to a climatic ending

    VCZHC214 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

  • VCHIC074

    Participate in activities that involve interactions, transactions, negotiations and management of different opinions and social/cultural behaviours

    Elaborations

    • negotiating arrangements, weighing up alternatives and reaching shared decisions when planning performances or presentations to showcase Hindi language learning, for example, हमें इस में कुछ चित्र भी सम्मलित करने चाहिये?; क्यों न हम सब ...; यही उचित रहेगा; आपको इसमें से एक चुनना है।
    • issuing, accepting and declining invitations, using culturally appropriate expressions and protocols, for example, अपनी पुत्री के शुभ विवाह पर मैं आपको आमंत्रित करना चाहता हूँ । मैं नेहा बेटी को आशीर्वाद देने ज़रूर आऊँगा। यह मेरा सौभाग्य है कि आप ने मुझे इतने महत्त्वपूर्ण अवसर में सम्मिलित होने का अवसर दिया, किन्तु मैं किसी कारण वश नहीं आ पाऊँगा।
    • comparing opinions on social and cultural behaviours and values associated with Hindi-speaking communities via online forms of communication such as emails, school chat forums and community websites, for example, भारतीय जीवन शैली में रंगों का विशेष महत्व है। बिंदी का महत्त्व केवल सौंदर्य और श्रंगार तक ही सीमित नहीं है। भारतीय संस्कृति की परम्परा है कि हम अपने अतिथियों का अपनी सामर्थ्य के अनुसार स्वागत सत्कार करने में कोई कसर नहीं छोड़ते। भारत में विवाह न केवल एक महिला और पुरुष को आपस में जोड़ता है बल्कि दो परिवारों को आपसी सहयोग और प्रेम की भावना में भी बाँधता है।
    • organising an event such as a campaign or social media forum to raise awareness of community, environmental or ethical issues, for example, महिलाओं की सुरक्षा; स्वच्छ स्थानीय पर्यावरण, पुनर्चक्रण का महत्त्व
    • transacting for goods and services, considering concepts such as value, availability, competition and ethics
    • building vocabulary to support commercial and technological exchange between English- and Hindi-speaking communities, for example, मुद्रा विनिमय दर, भारत में आस्ट्रेलियाई निवेश, अंतर्राष्ट्रीय व्यापार, प्रौद्योगिकी का आदान-प्रदान

    VCHIC074 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

  • VCASFC244

    Recognise that the concept of identity is complex, dynamic and diverse, and consider how students learn more about their own identity through the exploration of other languages and cultures

    Elaborations

    • reflecting on how identity is expressed across cultures and through languages, for example by considering the idea of ‘belonging’ as expressed in different languages
    • investigating how particular policies and practices may affect the sense of identity of deaf people, for example, through the prohibition of the use of Auslan in schools in the past
    • viewing excerpts of different footage in Auslan or other signed languages and identifying language or behaviour that appears to be either inclusive or exclusionary and could impact on identity development, for example, the representation of deaf teenagers in the TV program Switched at Birth or in documentaries such as Welcome 2 My Deaf World and Deaf Teens: Hearing World, making connections or comparisons with their own experiences as teenagers
    • evaluating documentary footage of famous members of the Deaf community discussing identity and the experience of growing up deaf, comparing their commentaries with their own experience, paying attention to identified factors that can influence identity, such as gender or race
    • creating vlogs or filmed texts designed to share their understanding or views about Deaf/hearing identity and to prompt the intended audience to reflect on their own views of Auslan and the Deaf community and of what it means to be ‘hearing’
    • viewing signed news and other media texts, such as episodes of See Hear or SignPost, and discussing examples of discrimination, oppression or rejection experienced by deaf people, reflecting on how these may shape or reflect mainstream society’s perception of the Deaf community
    • considering the concepts of ‘Deaf gain’, Deafhood and audism, and comparing their response to these concepts as second language learners of Auslan
    • discussing the impact of language and culture on the shaping of identity and a sense of wellbeing
    • considering connections and shared identity between local, regional and national communities of deaf people for example, by inviting a deaf guest to share their experiences of travel or international contact

    VCASFC244 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Identity

  • VCASFC110

    Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions

    Elaborations

    • negotiating roles and responsibilities in shared learning activities, using expressions such as:
      PRO2 TYPE PRO1 WRITE
      You type and I’ll write.
    • understanding and using expressions of support, encouragement or praise during shared activities, for example, EXCELLENT, THAT GREAT
    • playing games that involve detailed information exchange, such as a ‘murder mystery’ type game, asking for and supplying descriptions about the suspect, for example:
      PRO3 HAVE GLASSES?
      Does he have glasses?
    • working collaboratively to plan an event such as a handball competition, using expressions related to place, time and numbers, for example:
      BEST PLAY WHERE?
      Where will we play?
      TEAM+ HOW MANY?
      How many teams are there?
    • following and giving directions for outdoor activities such as an obstacle course
    • expressing preferences in relation to roles and responsibilities in shared learning activities, using NMFs and statements such as:
      HANDWRITING PRO1 DON’T-LIKE RATHER TYPING
      I don’t like handwriting; I prefer to type it
      Auslan video
    • working with peers to plan for a visit from a Deaf community member, prioritising and sequencing tasks

    VCASFC110 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

  • VCASFC208

    Recognise the complex and multifaceted nature of identity and how exploration of cultural identity in relation to a different language can provide insights and different perspectives to a first culture and language

    Elaborations

    • using photographs or digital images to create stories using elements of identity such as gender, ethnicity, social justice, disability or difference
    • reflecting on a range of filmed texts to identify examples of inclusive or exclusionary language that might impact on a person’s sense of identity, for example, the representation of deaf teenagers in the TV program Switched at Birth or the documentaries Welcome 2 My Deaf World or Deaf Teens: Hearing World, comparing these representations to their own experiences as teenagers
    • viewing and evaluating documentaries such as Audism Unveiled or commentaries by well-known members of the Deaf community on their sense of identity development in relation to growing up deaf, considering the impact of additional factors in individual stories, such as gender or race
    • creating vlogs or filmed texts to explore aspects of Deaf/hearing identity and to encourage consideration of common views among hearing communities on Auslan and the Deaf community and to reflect on what it means to be deaf, hard of hearing or hearing
    • viewing signed news and other media texts, such as episodes of See Hear or SignPost, to identify examples of discrimination, oppression or rejection experienced by deaf people, and considering how these may shape identity or affect societal perceptions of the Deaf community
    • surveying deaf people about their perspectives on the significance of Deaf places that contribute to a shared sense of identity, for example, the Deaf Club, Deaf schools or sites of historic significance such as original Deaf Society/Mission buildings or other former meeting places
    • making comparisons between different international Deaf communities in relation to perceptions/representations of Deaf identity and changing values of place and space, for example, the loss of Deaf clubs or closure of deaf schools, considering the implications of such changes on the development of Deaf identity
    • analysing notions of ‘Deaf gain’, Deafhood and audism, and sharing their response to these concepts as second language learners of Auslan

    VCASFC208 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Identity

  • VCASFU210

    Understand the perceptual and articulatory reasons for the structure of signs, consider limitations of glossing and explore how video annotation software can improve transcription

    Elaborations

    • noticing limitations on perception of signed languages, such as the more limited space for signed communication compared to space for mime
    • exploring perceptual and articulatory reasons why some handshapes are more common than others
    • understanding that the elements of a sign can be arbitrary (for example, the handshape or movement of the sign WHY) or meaningful, such as the movement and the handshape in the sign GIVE
    • beginning to identify and describe metaphorical iconicity, for example, LOVE, AVOID/RESIST, and discussing how it relates to metaphors in English, for example the ‘time as space’ metaphor in both languages
    • applying knowledge of iconicity in signed languages, for example how the path movement of a verb can be a metaphor for the timing of an action, for example PRO1 WAIT-for-a-long-time PRO2, observing that English can do the same with changes to the length of phonemes, for example, I screeeeeeaaaaaamed!
    • evaluating video annotation software such as ELAN as a tool to assist in the transcription and analysis of signed languages
    • glossing a text, including identifying which signs are used, and transcribing DSs and periods of CA

    VCASFU210 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

  • VCASFU215

    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

    Elaborations

    • identifying historical events, government policies and educational initiatives that have impacted on the status of Auslan and the identity of the Deaf community, such as ALLP, DDA, the mainstreaming of deaf students
    • researching the nature of International Sign, including its relationship to national signed languages and its use by deaf people
    • exploring how deaf people around the world build shared group identity, for example through gathering formally as national and international communities through activities such as Deaf film festivals, performing arts or sporting events such as Deaf Way, Australian Deaf Games, Deaflympics, and how these contribute to language building, language preservation and greater awareness of signed languages
    • analysing subjective measures of language vitality, such as societal attitudes towards Auslan or the perceived strength of the language identity group, and identifying challenges facing Auslan in terms of societal attitudes, provision of resources, access, education systems and social networks
    • analysing the status and use of Aboriginal and Torres Strait Islander signed languages and comparing these to Auslan
    • appreciating the impact of the use of Auslan in settings such as education, health care and different workplace settings in terms of the evolution of the language and specialised terminology
    • analysing representations of deaf people and sign language in the Australian media and wider community, making comparisons with representations of other languages and cultures
    • exploring the role of the Deaf ecosystem in language and cultural maintenance
    • investigating how Auslan and Deaf culture are promoted in the wider community, for example, through the influence of organisations such as Deaf Australia, of high-profile individuals such as activists or actors and of events such as NWDP Deaf Festival, Australian Deaf Games or Deaf art exhibitions
    • considering how processes of language building and evolution may expand existing Auslan linguistic and cultural resources in the Australian community
    • investigating programs and initiatives that maintain and strengthen Auslan use, such as school language programs; bilingual education and research programs; recording, archiving and documentation of the language; and the establishment of websites and databases
    • appreciating the importance of documenting and promoting Auslan in raising community awareness of the richness and value of signed languages
    • recognising that Auslan requires maintenance, development and documentation, considering historical and contemporary circumstances which have either contributed to or impeded these processes, for example the use of technology such as ELAN for capturing and documenting the language
    • considering domains where Auslan may grow in the future, and contributing to localised Auslan signbanks on specific topics, for example, creating a bank/dictionary of signs used by deaf students and interpreters in Year 9 Science
    • researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK, the Scandinavian nations, considering issues such as language rights, documentation and development efforts
    • identifying the changing status of sites of significance in different international Deaf communities, for example, the loss of Deaf clubs or closure of deaf schools in some countries, comparing this to the Australian context, and reflecting on the implications of these changes over time for the Deaf community and for the status of Auslan
    • recognising different philosophical and social views about deafness, considering the impact of varying attitudes on a deaf person’s understanding of their rights and how they are represented and perceived in wider society
    • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and in different domains of language use, and discussing reasons for such influence
    • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in educational settings
    • discussing the concept of ‘language health’ and how it applies to Auslan, for example by designing a chart of relevant factors such as status (social, economic, historical), demography (number and distribution of users) and institutional support (media, government, education, religion, industry, culture)

    VCASFU215 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language awareness

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