I have taken great pride in leading the development and implementation of the Auslan program at my school. Recognising the need for a structured and engaging approach, I designed a comprehensive two-year curriculum sequence tailored to meet the needs of students from Foundation to Year 6. This sequence not only aligned with the Victorian Curriculum but also ensured a progressive development of key Auslan skills, including handshape accuracy, translation, cultural exploration, and conversational fluency.
To make the program accessible and engaging, I created lesson plans and resources that incorporated multimedia, role-playing activities, and interactive games. These strategies allowed students to actively engage with the language and develop their confidence in using Auslan. A particular focus was placed on fostering creativity and expression, with students participating in projects such as translating songs into Auslan, creating visual stories, and performing signed narratives.
One of my proudest achievements was the integration of cultural learning into the program. I facilitated student exploration of Deaf culture through the use of authentic Auslan stories, videos, and discussions about the lived experiences of the Deaf community. For example, during International Day of Sign Languages, I organised a hands-on activity where students collaboratively created the Deaf flag by tracing and designing their hands, promoting awareness and appreciation of Deaf culture.
In addition to classroom teaching, I have worked collaboratively with colleagues to upskill their knowledge and confidence in Auslan. This included delivering professional development sessions focused on teaching strategies, signing accuracy, and integrating Auslan into daily routines. Through these efforts, I have contributed to a broader cultural shift within the school, fostering a more inclusive and respectful environment for all students, including those with hearing impairments.
Developing the two-year curriculum sequence required extensive research and consultation. I reviewed existing resources, sought feedback from the Deaf community, and adapted the program to reflect current best practices in language teaching. This resulted in a curriculum that not only met learning outcomes but also inspired students to see Auslan as a valuable means of communication and connection.
Overall, my work in developing the Auslan program has been both professionally rewarding and impactful for the school community.
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