# data[].attributes.attachment_link.readable_text
Congratulations!
You're almost there. Once your Powtoon is ready to be downloaded we'll send you an email.
If this Powtoon contains live video, the export process may take a bit longer.

# data[].attributes.attachment_link.title
Apr 26, 2021 Powtoon Capture recording | Created using Powtoon - The Visual Communication Platform

# data[].attributes.attachment_link.description
Congratulations! You're almost there. Once your Powtoon is ready to be downloaded we'll send you an email. If this Powtoon contains live video, the export process may take a bit longer.

# data[].attributes.body
This website provides educators with various strategies for engaging students, and includes a focus specifically on gestures and how they can be used in the classroom. This resource relates to the creating learning progression element and is supported by Federico (2017, as cited in Association of Independent Schools of NSW, n.d.) who states that gesturing enhances students long-term memory as it utilises multiple parts of the brain and provides a method of expression for all children. Additionally, the research of Wundt (1973) provides further evidence into how gestures act as a form of communication and the relationship between pictorial images and signs.

https://www.aisnsw.edu.au/teachers-and-staff/supporting-students/engagement-strategies/gestures

# data[].attributes.body
This app provides opportunities for students to create their own stories and enhance their writing skills and it relates to both the writing and creating learning progression elements. It is supported by research relating to multiliteracies indicating that both digital and print-based literacy are essential for functioning in the 21st century and educators are required to incorporate these technical skills into their teaching approach. The multiliteracies map supports this resource as children are encouraged to take on all four roles which assist them in developing their communication practices and writing skills (Hill, 2012).

https://toontastic.withgoogle.com

# data[].attributes.body
This app provides educators with opportunities to learn Auslan themselves in a convenient way whilst also using the provided PDF to incorporate this program into the classroom to assist children. Educators could also download the app onto the class ipad for students to use to enhance their learning of the Auslan language. The app corresponds with the writing learning progression element. Research into multiliteracies supports the implementation of this resource as children are required to become literate in traditional and new communication technologies and their accompanying semiotic systems as a result of the digital revolution. This draws upon the semiotic theory which highlights the different ways meaning can be communicated, including through symbols and movement (Kress & Van Leeuwen, 2001, as cited in Hill, 2012).

https://apps.apple.com/au/app/learn-auslan/id1059525515#?platform=iphone

# data[].attributes.body
This Video is a resource for teachers to use in their classrooms with their students. The mime game helps children to develop their language skills and focuses on gestures as a form of communication. This relates to the writing and creating learning progression element. This resource is supported by the research of Goldin-Meadow, Cook, & Mitchell (2009, as cited in Goldin-Meadow, 2009) who highlighted the value of motor learning in relation to non-motor tasks whilst also emphasising how the use of hand movements can provide a catalyst for new knowledge.

# data[].attributes.attachment_link.title
Teach Children English MIME BOOM Drama Game // Kids English Theatre

# data[].attributes.headline
Literacy Teaching Toolkit Video: Gesture and joint attention

# data[].attributes.subject
Literacy Teaching Toolkit Video: Gesture and joint attention

# data[].attributes.body
This website provides multiple ways to develop educators’ pedagogical strategies to enhance and develop children’s nonverbal communication including but not limited to videos and reflection questions. It focuses specifically on gestures, eye gaze and joint attention and relates to the creating learning progression element. This can be supported by research indicating that gestures can facilitate learning by providing cues for educators to understand children’s thoughts and intentions which may not be expressible through speech at a young age (Goldin-Meadow, 2009).

https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/videos/Pages/gesture.aspx

# data[].attributes.headline
Sign language with babies what difference does it make

# data[].attributes.subject
Sign language with babies what difference does it make

# data[].attributes.body
This resource provides background information into the teaching of sign language. In 1817, Gallaudet advocated for the policy of sign language to be taught to all children for two reasons, to provide a means of communication for deaf children and to enhance the language proficiency of hearing children. This relates to the writing Learning Progression Element. It is supported by Carter (2019) who found that teaching infants sign language had many benefits related to behaviour, communication and bonding. Previous research supports the notion that learning sign language provides opportunities for early language development (Acredolo and Goodwyn, 2000, as cited in Carter, 2019).

https://www.semanticscholar.org/paper/Sign-Language-with-Babies%3A-What-Difference-Does-It-Barnes/2e241c46dbf8655bd6051b68ffb7774dcc9bc97e

# data[].attributes.body
This resource offers opportunities for educators to connect with families and children who may be hard of hearing to offer them additional support and this relates to the writing Learning Progression Element. Some examples of the support offered on the website are family camps and parent mentor programs as well as Auslan language classes. Supporting research suggests that interactions between children and adults is of utmost importance for children’s language development and that communication can be reinforced when adults respond to children’s natural signs (Barnes, 2010).

https://www.deafchildrenaustralia.org.au

# data[].attributes.body
This website provides a list of a variety of apps which can be used to develop children’s literacy skills and relates to both the reading and writing learning progression elements. This resource reflects the ideas presented in the Multiliteracies map (DECS, 2010, as cited in Fellowes and Oakley, 2014) which is also somewhat based on Luke & Freebody’s four resource model (1999, as cited in Fellowes & Oakley, 2014). The functional component of this model focuses on technical competence and how to use certain tools including iPads which may be the preferred way to experience these apps as well as decoding and spelling all of which can be used to enhance writing acquisition.

https://www.readingrockets.org/literacyapps

# data[].attributes.headline
StoryMaking: The Maker Movement Approach to Literacy for Early Learners

# data[].attributes.subject
StoryMaking: The Maker Movement Approach to Literacy for Early Learners

# data[].attributes.body
This book explores the concept of ‘Storymaking’ and provides educators with a play-based approach to developing students’ creative literacy and writing skills. This approach involves children taking on multiple roles including the maker, the artist, the writer and the storyteller which reflects research about the relationship between drawing and writing and corresponds with the writing and creating learning progression elements. A study conducted by Mackenzie and Veresov (2013) draws upon elements of Vygotsky’s cultural-historical theory, specifically how higher mental functions are developed (Vygotsky, 1997, as cited in Mackenzie & Veresov, 2013). It explores how pairing the teaching of written texts with visual texts can enhance writing acquisition.

https://web.a.ebscohost.com/ehost/detail/detail?vid=0&sid=46a58e90-024c-4cae-9751-f4c452e9e01f%40sessionmgr4008&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1laG9zdC1saXZlJnNjb3BlPXNpdGU%3d#AN=1843553&db=nlebk

# data[].attributes.body
This website provides a wide range of activities and resources for educators to use to help students improve their writing skills and relates to the writing and creating learning progression elements. These include a number of games, writing prompts and story starters as well as a dictionary to help expand vocabulary. This resource focuses on elements of the writing process as outlined by Graves (1983, as cited in Fellowes & Oakley, 2014), specifically writing, editing and publishing and allows students to develop competence in the mechanics of writing. Furthermore, research by Yamaç & Ulusoy (2016) indicated that digital storytelling improved students’ writing skills in areas including organisation of ideas, writing conventions and word choice.

https://www.imagineforest.com

# data[].attributes.body
This resource offers an insight into the history of Australian Sign Language and provides an in depth introduction into the linguistics associated with Auslan. This can assist teachers in understanding the origins and fundamentals of Auslan and therefore enhance their ability to educate students and teach them the language. It relates to the writing learning progression element and is supported by research into the history of Auslan which was created with the work of Trevor Johnston in the 1970s. He published numerous resources including a dictionary and sketch grammar to describe the language of Auslan (Johnston & Schembri, 2007). This has led to an increased amount of research globally into sign language.

https://ebookcentral.proquest.com/lib/monash/reader.action?docID=288448&ppg=1

# data[].attributes.body
This resource provides a digital library of stories which are told through Auslan in video clips to accommodate for the deaf community. Educators can use this tool in their classroom to familiarise children with the Auslan language through methods of observation and imitation. This resource relates to both reading and writing learning progression elements. This method of learning is becoming increasingly appreciated because it offers support for teachers to deliver information to students in areas where they may be unfamiliar or have limited knowledge (Elyan, Gaber, Hussein & Jayne, 2017). This can be further supported by Bandura’s social learning theory in which children can learn through modelling and imitating others’ behaviours (Bandura, 1973).

# data[].attributes.attachment_link.readable_text
Thousands and thousands of books have been around for many, many years. They're written in languages from all over the world. May it be in English, French, Spanish, German and so many other languages. You name it, they have it.It is because Auslan is a visual language, largely used by space, movements and shapes of the hands and arms and the use of facial expressions to show meanings. It has its own grammar and language structures.Enter the
What about Auslan?
There is not one book or novel in Auslan. Not one. Why? Storybook Library and take your pick.

This is where this site comes in.

Enter the magical world of Auslan Storybooks.
Here you will see "books" of stories - in Auslan. Deaf and hearing people of all ages who use Auslan can enjoy a wide range of stories. May it be a fantasy story, a true story or a science-fiction story. Enjoy a short story or a long story divided by chapters just like a written novel.

* Please note: Not all stories are subtitled.
It is a time for Deaf people to fully enjoy the stories in their own language. It's also a great way for some people who want to learn and/or develop more skills in Auslan.

Welcome back!
​After 2 years break, Auslan Storybooks have returned! This site have been updated and new stories will be created and added. You may notice there are few changes around here. Thank you for your continued support. Feel free to follow Facebook page and/or Instagram to get the most updated news.
Happy viewing!

Last Updated:8 March 2021

Hold on Tight - a true story retold by Trudy Fraser about her family's car accident back in 1982. A new video in True Story page in the Storybook Library Collection

# data[].attributes.attachment_link.description
Thousands and thousands of books have been around for many, many years. They're written in languages from all over the world. May it be in English, French, Spanish, German and so many other languages.

# data[].attributes.body
This Youtube video offers a different learning approach to Auslan which caters for variation in learning styles. It pairs the signs used for each letter with visual prompts through song. This mnemonic device can be used to support children’s cognition and memory when learning a new language (Ludke, Ferreira & Overy, 2014). Research has been conducted which outlines the benefits music has on both phonological awareness and literacy skills (Overy, 2003, as cited in Ludke, Ferreira & Overy, 2014). Additional research by Sacks (2007, as cited in Trinick, 2011) suggests that music has the potential to stimulate the brain and promote higher levels of thinking. This resource relates to the writing learning progression element.

# data[].attributes.attachment_link.title
Auslan See it Say it Sign it | Australian Sign Language | Jack Hartmann

# data[].attributes.body
This resource provides a tool for educators to use to analyse students’ writing samples and corresponds with the writing learning progression element. It is designed to provide evidence of student learning and progress in relation to the skills used to communicate meanings and messages using writing conventions. It can help teachers support students’ writing development by providing feedback about their writing. This tool was developed based on the analysis of research conducted by Mackenzie, Scull & Munsie (2013a) and draws upon principles of grounded theory (Wasserman, Clair and Wilson, 2009, as cited in Mackenzie, Scull & Munsie, 2013a).

https://noellamackenziedotcom.files.wordpress.com/2020/06/writing-continuum.pdf

# data[].attributes.headline
Signs of Australia: A new dictionary of Auslan

# data[].attributes.subject
Signs of Australia: A new dictionary of Auslan

# data[].attributes.body
This book offers teachers a resource for using the Auslan sign language. This book was edited by Trevor Johnston (1998) and should be used primarily as a dictionary for Auslan signs. The book also adds insights into how to increase a deaf person's exposure to english and the variation in signs, vocabulary and grammar. This resource corresponds with the writing learning progression element and aims for teachers to understand the use of signs and gestures. The book expresses how important it is to look at the way the sign is used more than the actual word being signed as the meaning is behind the way people use it (Johnston, 1998).

# data[].attributes.body
This website offers insight into early writing development and the importance of learning to write in relation to reading. It aligns with both the writing and reading learning progression elements. Additionally, it provides scaffolding support strategies which can be implemented by educators to guide children’s writing development including, asking children to talk about their work, providing prompts and incorporating writing into play. These strategies link to Vygotsky’s socio-cultural theory which outlines how knowledge is constructed through interactions with others. Specifically, it focuses on the strategy of scaffolding and how it can be used to make adjustments to intervention levels based on student needs (Nordlof, 2014).

how-do-i-write-scaffolding-preschoolers-early-writing-skills

# data[].attributes.headline
The Literacy Teaching Toolkit for Writing

# data[].attributes.subject
The Literacy Teaching Toolkit for Writing

# data[].attributes.body
This resource provides educators with information about effective writing instruction including practical teaching practices and approaches which relates directly to the writing literacy element. These strategies can be categorised as modelled writing, shared writing, guided writing and independent writing and they each offer varying levels of support from educators as children learn to write (Nicolazzo & Mackenzie, 2018). This is further supported by Peters and Smith (1993, as cited in Nicolazzo and Mackenzie, 2018) who state that these strategies can assist students to engage with the complexity of writing and engage with concepts needed to do so including authorial and secretarial purpose.

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/writing/Pages/default.aspx

# data[].attributes.body
This resource introduces educators to the four writing practices outlined by Harris, McKenzie, Fitzsimmons and Turbill (2003, as cited in Department of Education and Training [DET], 2019) which provide opportunities to gain an understanding of the roles children can take in order to become effective writers. These practices align with the writing Learning Progression Element. Luke and Freebody’s (1999, as cited in Fellowes & Oakley, 2014) research inspired the development of these processes and their socio-cultural theory of reading has informed practices within Australian Curriculum documents such as the Early Years Learning Framework and the English Curriculum (Department of Education and Training, 2009).

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/writing/Pages/fourres.aspx

# data[].attributes.body
This YouTube Clip provides an introduction into some of the basic vocabulary used in Auslan through visual demonstration which relates to the Learning Progression Element of writing. This is supported by the research of Johnston (1998), as it allows educators to begin understanding the variation in the Auslan language and how to read the meaning of the sign from the expression and gestures from the person doing the sign.

# data[].attributes.body
The Auslan signbank is an online resource that was developed by Professor Trevor Johnston and provides multiple tools which can assist educators with the teaching and learning of Auslan including a dictionary of Auslan as well videos demonstrating the signs. This resource corresponds with the writing Learning Progression Element and aims to incorporate research about the linguistics of sign language including phonology, discourse and grammar (Johnston & Schembri, 2007). This website allows educators to acquire the knowledge, understanding and skills to allow students to develop an intercultural capability in communication (Australian Curriculum Assessment and Reporting Authority [ACARA], n.d).

# data[].attributes.attachment_link.readable_text
Auslan Signbank is a language resources site for Auslan (Australian Sign Language). Auslan is the language of the deaf community in Australia. Here you will find:

a dictionary

ability to search for signs related to medical and health topics

ability to search for signs related to educational and teaching topics

videos of deaf people using the listed Auslan signs

information on the deaf community in Australia

links to Auslan classes

Users of Auslan-deaf people, deaf students, sign language interpreters, students of Auslan, or a parents of deaf children-are invited to provide feedback to help improve the dictionary, using the links provided. Auslan is growing and changing all the time.

We apologise for the poor quality of some of the video clips and the slow download speeds currently found in Auslan Signbank.

However, with the financial support of the AMP Tomorrow Fund, the Ian Potter Foundation, the Australian Research Council we have been able to replace many of the poor quality videos with higher resolution ones. They can now also be viewed at normal speed or in slow motion. In addition, many new videos have also been added to Signbank by deafConnectEd (Melbourne Polytechnic) with funding from the Victorian Government Department of Education and Training. They have also added new entries with definitions in Auslan of specialised English educational terminology, and in some cases they have also added suggestions for how these terms could be represented using a short signed description.

We also hope to include on this site video clips of all of the examples used in the text-book on Auslan, e.g., how to make questions, statements, orders and requests, etc., (Johnston, T., & Schembri, A. 2007. Australian Sign Language (Auslan): An introduction to sign language linguistics. Cambridge: Cambridge University Press).

# data[].attributes.attachment_link.description
Auslan Signbank is a language resources site for Auslan (Australian Sign Language). Auslan is the language of the deaf community in Australia.