Years 3 and 4 Auslan

The nature of the learners Learners at this level are developing their cognitive and social capabilities and their communicative repertoire in the language, as well as becoming increasingly aware of their social worlds and their membership of various …

Years 3 and 4 | 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 communicate with each other, the teaching team and others about aspects of their personal worlds, daily routines, preferences and pastimes at school and in the Deaf community. They show aspectual marking on verbs …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC024

Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment[ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, …

Elaborations ScOT Terms

ACLASFC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC025

Create or adapt imaginative texts and expressive performances that feature favourite characters, amusing experiences or special effects[Key concepts: emotion, humour, performance, character; Key processes: creating, performing, adapting, dancing]

Elaborations ScOT Terms

ACLASFC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC027

Create bilingual versions of different types of texts, such as captioned recordings of Auslan phrases or classroom resources such as posters and digital displays[Key concepts: bilingualism, meaning; Key processes: creating, identifying, categorising]

Elaborations ScOT Terms

ACLASFC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC022

Collect, classify and paraphrase information from a variety of Auslan texts and sources used in school and in the Deaf community[Key concepts: information, facts, vocabulary, findings; Key processes: recalling, paraphrasing, interviewing, surveying, recording, …

Elaborations ScOT Terms

ACLASFC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC026

Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story or captions, noticing similarities, differences and instances of equivalence[Key concepts: literal, difference, meaning, equivalence; Key processes: …

Elaborations ScOT Terms

ACLASFC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU033

Understand how signers make different language choices in different types of texts depending on the purpose and intended audience, and explore how space is used in Auslan for purposes of textual cohesion[Key concepts: textual features, similarity, difference, …

Elaborations ScOT Terms

ACLASFU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFC022

paraphrasing the content of selected community texts, such as public service or promotional announcements on the Deaf Emergency Info website

Elaboration (1) | ACLASFC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (10) ACLASFC024

shadowing signed elements of theatrical or cinematographic texts that use handshapes, such as the scene with hand-faces in the film Labyrinth

Elaboration (10) | ACLASFC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFC027

creating captions in English for basic recorded signed texts, for example, a ‘welcome to the school’ video

Elaboration | ACLASFC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFU033

noticing that differing purposes in the creation of Auslan texts result in differing types and amounts of signing, for example, the use of more CA in narratives

Elaboration | ACLASFU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFC027

creating bilingual texts for the classroom or school community, such as posters including signed images or digital library displays, and discussing how to represent meaning in different languages for different audiences

Elaboration (1) | ACLASFC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFC026

comparing key signs in Auslan used in versions of children’s stories, for example, ‘Jack and the Beanstalk’, to English words used in written texts, and noticing how signs can convey rich, multilayered meaning which might not have a direct match in English …

Elaboration | ACLASFC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFU032

exploring different semantic types of verbs in a text, for example by showing how: doing (WALK, WRITE) and saying (TELL, CALL-OUT, ANNOUNCE) verbs in narrative texts give information about a characters’ actions sensing (SEE, THINK) or possessing (THAT’S-TYPICAL-OF-THEM, …

Elaboration | ACLASFU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum