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Auslan

Resources

Curriculum area-specific resources have been developed to support teachers implementing the curriculum, organised by 'Help me plan' and 'Help me assess'.

Overview

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 structures and are complex and highly nuanced. Please refer to Learning in Auslan for further information.

The Victorian Curriculum F–10 Auslan curriculum has two interrelated strands, Communicating and Understanding, which are further divided into sub-strands. The Auslan curriculum recognises that there are different entry points into language learning, which reflects current language teaching practice. There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in primary school and continue to Year 10.
  • 7–10 sequence for students who begin to learn the language in Year 7.

The Victorian Curriculum F–10 Auslan curriculum provides pathways for First Language Learners and Second Language Learners.

The First Language Learners pathway is provided for students who are native signing students who have fluent language models to interact with at home.

Second Language Learners are students learning Auslan as a second or additional language. This will typically be hearing students but may include hard of hearing or deaf students who already have an established first language. These students are being introduced to Auslan for the first time as an additional language.

Schools will make decisions about which pathway best serves their students' needs, and teachers will use the pathways to cater for students by making any appropriate adjustments to differentiate their learning experiences.

Principles and protocols

Engagement and appropriate consultation with the local Deaf community in an ethical, respectful and sustainable manner are the cornerstones of respectful Auslan program development and the key to a successful Auslan teaching program. Deaf people are the custodians of their language. Consultation with native or native-like and proficient users of Auslan who have ownership of the language is strongly recommended as a special consideration for Auslan programs, to ensure the language is taught in a contextually and culturally correct manner. Teaching Auslan without due consideration of/ liaison with the Deaf community may result in linguistic and cultural appropriation and the disenfranchisement of deaf people.

For more specific guidance and to connect with the Deaf community, contact the national peak body representing the needs and interests of Auslan users, Deaf Australia, or the relevant state association.

The Languages curriculum  can be viewed on the Victorian Curriculum F–10 website

Please refer to the general frequently asked questions for Languages.

A PowerPoint presentation outlining the key components of the Victorian Curriculum F–10 Languages is available:  Introducing Languages

Contact

Maree Dellora, Languages Curriculum Manager

Phone (03) 9032 1692 or email the Languages Curriculum Manager

Professional associations

Auslan Teachers' Association of Victoria (ATAV)

The Modern Language Teachers' Association of Victoria (MLTAV) The MLTAV is a professional association for language teachers and is the umbrella organisation for Single Language Associations (SLAs) in Victoria.