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Foundation to Year 2 Auslan

The nature of the learners Children enter the early years of schooling with established communication in one or more languages and Auslan will be learnt as an additional language. Cognitive and social development at this stage is exploratory and egocentric; …

Years 7 and 8 Auslan

The nature of the learners Learners are beginning their study of Auslan and typically have had little prior exposure to the language or to the Deaf community. Many will have learnt an additional language in primary school, and some have proficiency in …

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, …

ACLASFC127

Participate in simple interactions with their peers and teachers using high-frequency signs, non-manual features and gestures to talk about self, family and class activities[Key concepts: self, family, friends, experience, feelings; Key processes: interacting, …

Elaborations ScOT Terms

ACLASFC217

Interact with peers and teachers to exchange information about self, family, friends and interests and to express feelings and preferences[Key concepts: self, family, friends, interests, preferences, feelings; Key processes: interacting, describing, comparing, …

Elaborations ScOT Terms

Elaboration (2) ACLASFC127

asking and answering simple questions about family, friends and pets, such as: PRO2 BIRD HAVE PRO2? Do you have a bird? PRO1 DON’T-HAVE I don’t have one. SISTER-BROTHER HOW MANY? How many brothers and sisters do you have? 2 BROTHER 1 SISTER Two …

Elaboration (3) ACLASFC134

explaining to family and friends the meaning and use of simple signs and expressions, for example, DOG, CAT, BIRD

Elaboration (2) ACLASFC136

identifying friends, favourite places, objects or languages they know or are learning that contribute to their identity

Elaboration (6) ACLASFC145

identifying significant people in their lives, such as family members or friends, describing their appearance, characteristics or personality, for example: PRINCIPAL YOU-KNOW LONG-HAIR GLASSES? You know the principal? She has long hair and wears glasses. POSS1 …

Elaboration ACLASFC154

using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they identify with, such as friends, family, sporting, interest and community groups

Elaboration (4) ACLASFC163

describing relationships between members of their families or between classmates, for example: PRO3 POSS1 COUSIN WE2 GOOD FRIEND. She’s my cousin; we’re good friends.

Elaboration (4) ACLASFC184

surveying friends and family members about views on learning Auslan, analysing findings in terms of variations in understanding and attitudes

Elaboration (6) ACLASFC187

creating a handshape poem on a selected theme, such as friendship, home or fear

Elaboration (2) ACLASFC201

demonstrating culturally appropriate behaviours such as nominating themselves as interpreters in role-play interactions between deaf and hearing friends

Elaboration ACLASFC226

using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they each identify with, for example, friends, family, sporting, interest and community groups, discussing how these group associations …

Elaboration (3) ACLASFC241

creating and presenting a handshape or signed poem on a selected theme, such as friendship or love

Curriculum Types

Curriculum Elements Types

General Capabilities