Elaboration (7) ACLASFC238
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
Elaboration (7) | ACLASFC238 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFC239
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
Elaboration (7) | ACLASFC239 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFC240
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
Elaboration (7) | ACLASFC240 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFC241
creating the next scene, a new character or an alternative ending for a signed fable, short story or cartoon
Elaboration (7) | ACLASFC241 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFC242
researching aspects of available interpreting services in their area, for example, qualifications required for employment, and issues of interpreting and translating in specialised contexts such as health, education or legal settings
Elaboration (7) | ACLASFC242 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFC244
discussing the impact of language and culture on the shaping of identity and a sense of wellbeing
Elaboration (7) | ACLASFC244 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFC245
considering how intercultural communication is a two-way process which involves shared responsibility for making meaning and for ensuring understanding
Elaboration (7) | ACLASFC245 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU247
recognising that in viewer space, signers can use locations for present referents, non-present referents, or abstract referents that do not exist in space
Elaboration (7) | ACLASFU247 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU248
noticing that clauses can be linked equally or unequally, where one clause depends on another
Elaboration (7) | ACLASFU248 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU251
investigating historical patterns of employment of deaf people in certain trades and fields of employment, and the impact these traditional domains have on the development of Auslan
Elaboration (7) | ACLASFU251 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU252
recognising that Auslan signs change over time due to shifting cultural values and changing experiences, for example, the modification of the sign for APPRENTICE to refer to TAFE, and shifting values around the sign DEAF^DEAF as the sign for DEAF (culturally …
Elaboration (7) | ACLASFU252 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Developing teaching and learning Auslan
Sequences of learning The Australian Curriculum: Languages – Auslan has two learning sequences: one from Foundation to Year 10, and another from Year 7 to Year 10 (Year 7 Entry). The curriculum is written in a series of bands, as follows: Foundation …
Developing teaching and learning | Auslan | Languages | F-10 curriculum
Learner diversity and learner pathways Auslan
Pathways There is diversity in the background of learners of Auslan. Learners may be deaf, hard of hearing or hearing, and may be learning Auslan as a first language or as a second language. To cater for distinct learner backgrounds, the Auslan curriculum …
Learner diversity and learner pathways | Auslan | Languages | F-10 curriculum
Introduction Auslan
As a native user of Auslan, and as an advocate for the language and for the Deaf community, I am thrilled to see a national curriculum in Auslan come to fruition. For the first time, deaf children will have access to a formal first language learner pathway …
Introduction | Auslan | Languages | F-10 curriculum
Achievement Standard Auslan Foundation to Year 2
By the end of Year 2, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They use fingerspelling or sign names as appropriate and …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Auslan Years 3 and 4
By the end of Year 4, students participate in classroom routines and structured interactions with teachers and peers. They communicate about daily routines, interests and pastimes; recount personal experiences and classroom events; and describe people, …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC182
brainstorming, planning and working together to advertise and present an intercultural event for their year-level peers
Elaboration (1) | ACLASFC182 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Auslan Years 7 and 8
By the end of Year 8, students interact to share ideas and interests and to offer opinions, using compound and complex sentences, for example by using lexical conjunctions as well as non-manual features (NMFs). They participate in discussions …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Auslan Years 9 and 10
By the end of Year 10, students use Auslan to share information, experiences, interests, thoughts and feelings in relation to their personal and immediate worlds. They describe the appearance of people, objects and places using SASS depicting …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Auslan Foundation to Year 2
By the end of Year 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum