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• VCASFC004

  Identify specific points of information in simple Auslan texts and use the information to complete guided tasks

  Elaborations

  • retelling and responding to key points of information in class messages, directions or introductions
  • gathering information from their peers about topics such as family members, favourite foods, toys or games to report back to the class
  • identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape and responding through activities such as manipulating concrete materials and objects
  • identifying and categorising signs in simple Auslan texts according to handshape
  • following a signed text that involves several steps to progressively collect information needed to complete a task, such as an obstacle course
  • watching short Auslan texts about topics such as hobbies, animals or sports, recording key points of information using tables or graphic organisers
  • watching a presentation by a teacher, peer or visitor and recalling and retelling specific points of information
  • recording new language in personal sign dictionaries acquired from simple Auslan texts in different curriculum areas, for example, when learning about the weather or countries of the world

  VCASFC004 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCASFC203

  Contribute to presentations, reports, reviews, discussions and debates that focus on selected social and cultural issues

  Elaborations

  • working in groups to create multimedia texts that invite consideration of social or cultural questions, such as the medical versus cultural view of deafness
  • creating persuasive texts such as vlogs or advertisements to convince others of the value and relevance of learning Auslan
  • creating a video report of a significant event in Deaf history, such as the ratification of the Convention on the Rights of Persons with Disabilities to contribute to an e-book resource for other learners of Auslan
  • providing appropriate explanations for a younger audience of concepts associated with other curriculum areas, such as global warming or social justice
  • contributing to discussions that consider critically different perspectives on selected issues, for example, differences in views on Deaf education or the influence of social media on their lives
  • creating and presenting explanations about simple biological or mechanical phenomena or processes, such as how the ear, hearing aids and cochlear implants work
  • presenting a critical review of media representation, for example by analysing media profiles of respected/high-profile members of the Deaf community
  • presenting a summary of information on a selected topic, for example, by interpreting graphs and statistics relating to the Deaf community, discussing findings and making predictions about future changes or patterns

  VCASFC203 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCASFC238

  Engage with a range of signed texts to locate and evaluate information, infer or interpret meaning and to present key points in new forms

  Elaborations

  • interviewing an Auslan user, using prepared questions to find out about their experiences or opinions on selected topics, such as early language learning for deaf babies or their experience of education, selecting key elements of their commentary to produce a digital profile to share with the class
  • observing informative signed texts from the Deaf community and deaf-related organisations, such as emergency or advocacy texts, and rephrasing key points in a form suitable for a younger audience
  • collecting information from a variety of signed sources to inform class discussions on current affairs, for example the prevalent use of social media by young people, and access to this by deaf students
  • following more complex procedural signed texts, such as directions to follow in an unfamiliar environment, such as a school camp or excursion
  • watching and summarising information provided by a guest speaker and comparing their noted ideas and opinions with those of their peers
  • viewing texts such as interviews, news reports or vlogs and selecting points of information or details to use in their own texts or opinion pieces
  • viewing Auslan texts from other content areas, using depicting signs to explain key concepts, such as states of matter or climate variation
  • forming and signing questions to request information from a deaf organisation or person, in order to produce a digital information text such as a brochure or web page
  • obtaining information about high-profile members of the international Deaf community to create profiles for an e-magazine

  VCASFC238 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCASFC058

  Investigate and synthesise information collected from a range of perspectives and sources, identifying how culture and context affect how information is presented

  Elaborations

  • summarising ideas and information included in presentations by deaf visitors
  • collecting and summarising information on a selected topic sourced from different contexts, considering how context affects presentation of data
  • viewing Auslan texts that present different views on an issue of relevance to their age group, such as cochlear implants or social inclusion, considering how context and culture shape perspectives
  • researching information relating to deaf political movements at different times and in different contexts, drawing comparisons with current deaf organisations, such as the Deaf President Now movement and recruitment of Deaf CEOs
  • surveying peers or members of their family/community on topics related to deafness and the use of Auslan, discussing how commentaries they collect reflect different viewpoints and cultural perspectives
  • collecting information from texts such as interviews, documentaries or presentations to use in new forms, for example, to create a profile of notable Deaf Australians, such as Alastair McEwin, Nola Colefax, Colin Allen or Drisana Levitzke-Gray
  • paraphrasing and evaluating segments of recorded interviews with deaf artists on social media talking about their experience and artistic practice, for example, Deaf Arts Network

  VCASFC058 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC006

  Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action

  Elaborations

  • viewing fairytales or stories from sources such as National Simultaneous Storytime books, demonstrating understanding through retelling or enacting
  • engaging in imaginative play that involves the creation of mood or momentum through repeated use of signs, handshapes and facial expressions to modify manner or intensify adjectives
  • responding to forms of Deaf art such as handshape creations, for example by reproducing key elements in their own artwork and indicating emotional response using lexical signs such as LOVE, LIKE, LOOK GOOD, NOT BAD, UGLY
  • responding to performances of Deaf poetry that evoke emotions such as sadness, fear or excitement, for example by indicating enjoyment or personal feelings
  • interacting with a signing puppet or doll in a fantasy context or situation, for example by asking questions such as WHAT YOUR NAME? or YOU HUNGRY G:WELL?
  • participating in indoor and outdoor games that use signs, handshapes and body movements in creative ways and focus on all Auslan parameters, for example, ‘Simon Says’
  • participating in Auslan games that use simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’
  • drawing a personal interpretation of a ‘visual vernacular’ description of a character’s appearance
  • viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events

  VCASFC006 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCASFC240

  Respond to different types of creative texts that involve the expression of feelings or experiences, comparing their responses to different elements and making connections with their own experience

  Elaborations

  • viewing and responding to creative texts such as television programs, poems and theatre performances that are used to represent the Deaf experience, for example the television program Switched at Birth
  • recognising how a character’s feelings and attitudes are expressed through NMFs, and expressing their own feelings or attitudes in similar contexts or situations
  • responding to different types of creative and imaginative texts, such as signed poetry, short stories or songs, identifying and discussing the artistic signed choices and making connections with their own experiences
  • exploring how cultural values and the expression of identity are reflected in different forms of artistic expression, such as poems by Walter Kadiki or John Wilson
  • evaluating Deaf performances or art forms that manipulate technology and the use of colour and light to create special effects, for example, in performances by Ian Sanborn
  • analysing how elements of creative performance such as emotional nuance are communicated through interpreters in a live setting
  • identifying and profiling deaf artists who make use of music, for example, members of the Deaf Performing Arts Network
  • engaging with examples of Deaf humour, such as Deaf jokes, and comparing them with examples of humour in spoken English or in silent films or mime
  • viewing and comparing expressions of Deaf experience through different visual art forms, such as painting, photography or sculpture, comparing with their own use of visual forms of expression of feelings and experience

  VCASFC240 | Languages | Auslan | Second Language Learner | 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 …
    

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

• 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 …
    
  • 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

• Languages | Auslan: Learning in Auslan

  Auslan (Australian Sign Language) is the language of the Deaf community of Australia and is descended from British Sign Language (BSL). Auslan and other signed languages around the world are fully-fledged languages that are visual-gestural in nature. They have a complete set of linguistic...

  Overview material | Auslan

• VCASFC166

  Collect, classify and paraphrase information from a variety of Auslan texts used in school and community contexts

  Elaborations

  • identifying specific points of information in procedural or descriptive Auslan texts, responding to signed comprehension questions
  • paraphrasing the content of selected Auslan texts such as community announcements and relaying the information to others
  • using information collected from peers about home and school routines, presenting findings to the class using visual supports/graphic organisers
  • viewing Auslan texts from other content areas, using depicting signs to explain concepts such as states of matter or climate variation
  • forming and signing questions to request information from a deaf organisation or person needed to produce a digital text such as a brochure or program
  • interviewing Deaf peers or other Auslan users and noting unfamiliar signs, recoding and classifying these in their personal sign dictionaries

  VCASFC166 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCASFU142

  Understand that all languages including signed languages vary and borrow words and signs from each other

  Elaborations

  • understanding that there are two main Auslan dialects: the southern dialect used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory; and the northern dialect used in New South Wales, Queensland and the Australian Capital Territory
  • viewing videoed examples of Auslan signers from different parts of Australia, identifying the different signs used in southern and northern dialects, for example, signs for colours and some numbers
  • noticing that words such as proper nouns for names of people, places or schools are borrowed from English by fingerspelling and mouthing, but some also have sign names
  • recognising that Auslan borrows from other languages just as English does, and collecting words and signs used in their everyday lives that come from different signed and spoken languages
  • noticing the variation in ‘handedness’ between signers in relation to signs and fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU142 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCASFU016

  Understand that all languages including signed languages vary and borrow words and signs from each other

  Elaborations

  • understanding that there are two main Auslan dialects: the southern dialect used in Victoria, South Australia, Western Australia, the Northern Territory and Tasmania and the northern dialect used in New South Wales, Queensland and the Australian Capital Territory
  • viewing videoed examples of Auslan signers from different parts of Australia, identifying the different signs used in southern and northern dialects, for example, signs for colours and some numbers
  • noticing that words such as proper nouns for names of people, places or schools are borrowed from English by fingerspelling and mouthing, but some also have sign names
  • recognising that Auslan borrows from other languages just as English does, and collecting words and signs used in their everyday lives that come from different signed and spoken languages
  • noticing the variation in ‘handedness’ between signers in relation to signs and fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU016 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCASFC079

  Create imaginative texts designed to engage and/or reflect the interests of specific audiences and to stimulate discussion of cultural issues and experiences

  Elaborations

  • creating a dynamic multimodal performance suitable for different modes of entertainment, such as a vlog, television or live performance
  • adapting the mode and style of delivery of a narrative or poem to suit either a younger or older audience
  • creating a class anthology of Auslan poems that reflect the diversity of cultural experience represented in their school community
  • experimenting with different modes of expression and visual imagery to explore the poetics of visual language
  • creating poems or raps that represent emotional accounts of personal stories, successes or struggles to enter into a class slam poetry competition
  • plan, rehearse and perform short dramatisations that explore social/cultural issues relevant to their peer group or community, selecting language features, images and forms of expression to suit the intended audience
  • using metaphors to extend or redirect a favourite text that invites reflection on cultural or intercultural experiences
  • creating an animation with a deaf character or theme related to the Deaf community
  • creating a piece of art such as a sculpture, collage or film clip that reflects their experience of moving between Deaf and hearing worlds
  • creating a signed poem that reflects elements of their own emotional response to a particular personal experience

  VCASFC079 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCASFU144

  Notice 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

  Elaborations

  • recognising that people from different places and backgrounds may use different languages and have ways of living and communicating that differ from their own
  • appreciating that culture and cultural difference means that people may value different things or live differently, noticing observable examples of such difference, such as ways of greeting (bowing versus shaking hands) or conveying information (through words versus signs)
  • exploring how learning Auslan involves entering into a visual world or culture, for example by exploring different connections with physical space, such as being able to communicate through windows, or from a distance
  • exploring how deaf people live in ways that may be different from how hearing people live, for example by responding to stimulus questions such as How do deaf people ensure they can always see other people who are signing? How do deaf people watch movies or television programs?
  • recognising the importance of facial expression, eye gaze and NMFs in conveying information in a visual-gestural language and culture
  • recognising the importance of community and culture in relation to their own lives and communities and in relation to other language groups and their communities

  VCASFU144 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCASFC078

  Analyse different types of imaginative, creative and performative texts, considering how different techniques and modalities are employed to communicate with different audiences

  Elaborations

  • analysing examples of signed performance poetry, identifying patterns and conventions such as repetition of handshapes and movement paths of signs to create rhyme and to convey meaning
  • interpreting visual representations of Deaf experience, including the use of metaphors, perspectives, colours and textures in visual art forms such as sculpture, painting, photography, printmaking or ceramics
  • responding to forms of Deaf art that challenge perceptions and stimulate discussion, such as the work of Christine Sun Kim or members of the Australian Theatre of the Deaf or Deafinitely
  • comparing responses to imaginative texts that present particular values or points of view, for example, Deaf slam poetry
  • reflecting on the multilayered dimension of signed narrative, identifying how dynamic handshapes, facial expressions and body movements provide simultaneous narrative, commentary and emotional expression
  • comparing different recordings of signed storytelling, for example of young children making up stories or older people telling traditional tales, noticing differences in their language
  • comparing their interpretations of/responses to performances by deaf comedians, storytellers or poets
  • viewing and reviewing media texts that use aesthetic, artistic or realistic techniques to interpret and communicate dimensions of the Deaf experience, for example the documentary Deaf Jam (2011)
  • exploring the use of technology in Deaf art, film or performance, for example to help build mood or emotional expression
  • identifying relationships between elements such as imagery or signed sequences in texts such as ballads, free verse or narratives, for example by working with Auslan translations of Shakespearean texts
  • responding to signed poems that use extended metaphor to communicate values and ideas or to express emotional experience, for example, ‘Butterfly Hands’ by Walter Kadiki
  • comparing the visual nature of signed narratives with oral traditions of Indigenous cultures
  • analysing responses of hearing audiences to deaf performances, for example by evaluating comments made by judges on reality/talent television shows
  • discussing the complexity of live theatre performance interpretation and the use of deaf interpreters and consultants
  • creating highly complex narratives combining and switching between ways of reference, for example, CA, DS, lexical signs and frames of spatial reference

  VCASFC078 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCASFC065

  Participate in and reflect on intercultural interactions and experiences, for example by considering and comparing their responses and strategies when engaging with hearing people

  Elaborations

  • comparing their experience of interacting with hearing people in various domains online or face to face, such as after-school sports clubs, analysing these experiences in terms of their perceptions, understandings or attitudes
  • reflecting on how differences between signed and spoken language users may be perceived, for example in relation to different protocols when joining interactions, taking turns, using names, or passing between people who are communicating with each other
  • reflecting on the concepts of insider and outsider views of the Deaf community and on their own position as first language learners of Auslan
  • reflecting on their own and others’ social attitudes and responses to differences in behaviours or communicative styles, for example on how they feel when hearing people do not make eye contact during an interaction
  • reflecting on how their own ways of communicating may be interpreted by hearing people, and on how they need to modify or consider other communication strategies and behaviour, such as the use of eye contact, facial expression or body language
  • comparing strategies used by deaf and hearing adults to negotiate the physical environment, for example, different behaviours that reflect different perceptual perspectives in contexts such as travelling in a lift

  VCASFC065 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCASFC150

  Engage with different types of imaginative texts, identifying favourite elements, characters and events and responding through modelled signing, actions and drawing

  Elaborations

  • viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events
  • participating in Auslan games using simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’
  • engaging with different kinds of Deaf expression such as handshape poems or art, indicating their response using lexical signs such as:
    LIKE THAT
    I like that one.
    DON’T LIKE
    I don’t like it.
    PRO1 HATE THAT
    I hate that.
    
  • comparing two signed versions of a story such as ‘The Hare and the Tortoise’ and indicating their preference for one version over the other
  • retelling favourite elements of a signed story using modelled signing
  • drawing a personal interpretation of a ‘visual vernacular’ description of a character’s appearance

  VCASFC150 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCASFC204

  Respond to different types of imaginative and creative texts that invite consideration of values, themes and ideas and involve different modes of expression

  Elaborations

  • responding to forms of Deaf art that challenge perceptions and stimulate discussion, such as the work of Christine Sun Kim or members of the Australian Theatre of the Deaf
  • searching the internet for examples of work by Deaf dancers, musicians or performers of physical theatre that they find particularly effective or moving, for example, performances by Bernard Bragg, Evelyn Glennie or members of the Deaf Arts Network
  • comparing responses to creative texts that present personal or controversial points of view in powerful ways, for example, Deaf slam poetry
  • exploring the use of technology in Deaf art, film or performance, for example to help build mood or emotional expression
  • responding to signed poems that use extended metaphor to communicate values and ideas or to express emotional experience, for example, ‘Butterfly Hands’ by Walter Kadiki
  • reflecting on reactions of hearing audiences to deaf performances, for example by evaluating comments made by judges on reality/talent television shows
  • discussing the complexity of live theatre performance interpretation and the use of deaf interpreters and consultants
  • responding to animations created by or about deaf people and discussing the effectiveness of conveying all parameters of signing, for example, The Long Knife, or Gallaudet: The Film by Braam Jordaan

  VCASFC204 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCASFC239

  Preparing and presenting information on different issues, events, people, procedures or experiences, using signed descriptions and visual prompts to inform, report, promote, explain or invite action

  Elaborations

  • presenting a biographical report on a prominent deaf person, using visual prompts such as a slideshow to describe their life and achievements, incorporating some commentary and personal opinion
  • contributing an item of information for a collaborative e-book to describe views on different aspects of Deaf culture, such as community and protocols associated with signing
  • explaining to each other a selected procedure or practice, for example, a recipe, the rules of a sport or board game, or instructions on caring for animals
  • researching, composing and presenting a persuasive speech designed to invite action or support on a selected issue, such as a Deaf political matter
  • using visual props and signed explanation to describe a biological or mechanical process to the class, such as how the ear or a cochlear implant works
  • developing a signed news report or public announcement to inform or alert an imagined audience of a recent or impending natural disaster
  • creating signed announcements to inform members of the school community about events such as a Deaf theatre performance or National Week of Deaf People activities
  • creating digital clips or social media posts designed to persuade, inform or invite response on an issue of relevance to young people of their age
  • providing instructions in an engaging or entertaining style to create interest in a group activity, such as a maths game or signing choir

  VCASFC239 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCASFC202

  Investigate, synthesise and evaluate information from a range of perspectives and signed sources, identifying how culture and context affect how information is presented

  Elaborations

  • summarising key ideas/information provided by a guest speaker and identifying how context and culture shape opinions and perspectives
  • reviewing signed texts about a social or cultural issue of relevance to their peer group, and creating questions to prompt evaluative responses from their peers
  • finding information from a variety of signed sources to inform class discussions on issues of current debate within the Deaf community, such as the medical versus cultural view of deafness
  • researching and comparing signed information about significant movements associated with deaf rights across different times and contexts, such as the Milan Congress and Deaf President Now
  • identifying excerpts of signed documentaries or signed interviews or speeches that demonstrate how culture and context affect the presentation of information
  • critically analysing information contained in different signed texts produced by or about the Deaf community, identifying examples of bias and distinguishing between fact and opinion
  • researching information related to topical events or issues that affect the Deaf community, for example the provision of captions across different media

  VCASFC202 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing